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Fundamentals of Motivational
Interviewing
Tips and Strategies for Addressing Common
Clinical Challenges
JULIE A .SCHUMACHER
MICHAEL B.MADSON
1
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With gratitude to Scott, Liam, and Levi who support and inspire me every day.
JAS
To Carol and Dave Madson, my colleagues, collaborators, and students.
MBM
CONTENTS
Acknowledgments ix
PART I. Motivational Interviewing Overview
1. Introduction 3
2. Foundational Concepts and Skills 11
3. The Four Processes of MI 42
PART II. Motivational Interviewing for Clinical Challenges
4. Less Ready to Change 71
Clinical Challenge 1:No-Shows 72
Clinical Challenge 2:Non-adherence 80
Clinical Challenge 3:Client Involved in the Legal System 89
5. Loss of Momentum 99
Clinical Challenge 1:Slow Progress 100
Clinical Challenge 2:Lapses and Relapses 107
Clinical Challenge 3:Overly Ambitious Expectations 116
6. Psychiatric Symptoms and Disorders 124
Clinical Challenge 1:Depression 125
Clinical Challenge 2:Anxiety, Trauma-Related, and Obsessive
Compulsive Disorders 140
Clinical Challenge 3:Psychotic Symptoms 153
7. Working with Multiple Individuals 166
Clinical Challenge 1:Parents 166
Clinical Challenge 2:Groups 173
8. Challenges in Learning to Use and Implement MI 188
Training Challenge 1:Clients who Frustrate You 191
Training Challenge 2:Clients Like You 195
Conclusions 200
References 203
About the Authors 214
Index 215
ACKNOWLEDGMENTS
We are forever grateful to Drs. Bill Miller and Steve Rollnick for their commitment to the ongoing evolution of MI and their altruistic generosity for sharing their knowledge with others. Their dedication to MI guides us all! We are
thankful to be a part of the Motivational Interviewing Network of Trainers
MINTand value the energy and discussions about MI among its members. As
researchers, we are honored to have colleagues in the international MI research
community who advance our knowledge of the application of MI through
their critical evaluations. It is through the work of these researchers that the
understanding of MI and evidence of its effectiveness have been generated. We
are grateful to these individuals. In particular, we are thankful to have great
research collaboratorsDrs. Scott Coffey and Claire Lane as well as numerous
students and fellows we have had the privilege of mentoring over the years. Our
appreciation of MI has developed through the various trainings we have provided, clients we have treated, and cases we have supervised. We are thankful
to the students, community providers, and clients who helped us deepen our
knowledge of how to practice and teach MI! It is through our experiences with
each of these individuals and groups that our ability and inspiration to write
this book developed. Finally, we want to acknowledge Margo Villarosa for her
careful review of this book.
PART I
Motivational Interviewing
Overview
Introduction
As described more fully in chapter 2 of this book, motivational interviewing,
or MI, is a communication style that providers can use to help facilitate client
change. If you are new to motivational interviewing and have just begun reading
Fundamentals of Motivational Interviewing: Tips and Strategies for Addressing
Common Clinical Challenges, you are probably asking yourself two key questions:(1)Does MI work?; and 2)How do Ilearn MI? Whether you are a novice or experienced provider of MI, you are probably asking yourself, How will
this book be helpful to me? Here we provide answers to these vital questions
about MI and outline the key features of this book, its intended audience, and
how to use what you learn.
D O ES M OT I VAT I O N A L I N T ERV I E W I N G WO R K?
4
Introduction
Given its broad applicability, it is not surprising that individuals from many
professional disciplines including, but not limited to, nurses, dieticians, physicians, counselors, social workers, psychologists, addiction professionals, probation officers, clergy, battered womens advocates, and laypeople have sought
to learn MI so they can be instrumental in helping others make positive
changes in their lives (Madson, Loignon, & Lane, 2009; Soderlund, Madson,
Rubak, & Nilsen, 2011). The good news is that although individuals from different professional backgrounds may encounter unique challenges in trying to
learn MI (Schumacher, Madson, & Nilsen, 2014) there is evidence that individuals from a variety of backgrounds and professions can achieve equal outcomes when delivering MI (Barwick, Bennett, Johnson, McGowan, & Moore,
2012; Lundahl etal., 2010).
Despite its increasing popularity across disciplines, there is also a mounting
body of research to indicate that MI is not practice as usual nor is it easy to
learn (Miller & Rollnick, 2009). Our combined 21 years experience learning MI,
training countless others from varying backgrounds in MI, and doing research
on MI training is consistent with those conclusions. Although MI sounds familiar and intuitive to many professionals and laypersons alike, for many the practice of MI seems to run directly counter to the strategies commonly relied upon
when helping others discuss important life changes. In fact, what seems to come
most naturally to many we train (and to us, for that matter!) are strategies that
are actually inconsistent with the practices and principles of MI. For example
quickly giving advice when someone mentions a problem they are having (e.g.,
asking, Why dont you try...? or Have you tried...?) or directly confronting
others statements that do not support change we view as necessary or important
for them (even when such confrontations are well-intentioned, as in the case of
telling someone who says I just cant do itYes, you can!).
The amount and type of training necessary to achieve provider proficiency in MI is both uncertain and more extensive than commonly believed.
Although workshops are the most common continuing education model,
research suggests that skill improvements are often not achieved or short-lived
with such training (Walters, Matson, Baer, & Ziedonis, 2005)and may be particularly limited when training is urged or required by an employer (Miller &
Mount, 2001)rather than independently sought by the trainee (Miller, Yahne,
Moyers, Martinez, & Pirritano, 2004). Miller and colleagues (2004) found
that for highly motivated providers (i.e., providers who self-selected and made
expenditures for training) with high levels of baseline skill:(1)2-day workshop training alone produces substantial but non-enduring skill increases;
6
(2)small doses of both feedback and coaching help maintain training gains;
and (3) the combination of feedback and coaching is required to produce
desired changes in client utterances during MI sessions. Close examination
of the findings of Miller et al. (2004) study suggests that a combination of
training, feedback, and coaching was sufficient for most, but not all, providers
to achieve and maintain beginning proficiency in MI, but that few providers
achieved expert competence in MI. Anyone familiar with the general literature on becoming an expert will not be surprised by that finding; becoming an
expert at anything generally requires copious amounts of supervised practice
(Ericsson & Charness, 1994). Importantly, Moyers etal. (2008) built on this
study by examining the training model with providers who had fewer basic
counseling skills and expressed less motivation to learn MI. They found that
for this group only 4.3% to 10.3% of participants metall beginning proficiency
criteria, many training gains eroded by 4-month follow-up, and personalized
feedback and consultation did not enhance outcomes. A study examining
live-supervision revealed similarly that five post-workshop supervision sessions were insufficient for many providers to achieve proficiency (Smith etal.,
2007; Smith etal. 2012).
In our own work, similar findings have emerged. We have found that extended
and accelerated training approaches that incorporated experiential learning activities (e.g., skill practice and real play practice sessions) have resulted
in achievement of beginning MI proficiency by many participants (Madson,
Schumacher, Noble, & Bonnell, 2013). However, participants rarely achieved the
expert level after this training. In contrast, when we received and coded participant work samples and provided feedback and coaching, more participants
approached or reached expert level (Schumacher, Madson, & Norquist, 2011;
Schumacher, Williams, Burke, Epler, & Simon, 2013). Anecdotally, we observed
that it was in these coaching sessions that participants developed a deeper
understanding of MI, its foundational spirit, and how to apply the techniques
and strategies in an MI-consistent fashion.
Thus, the research is very clear that despite the broad appeal and seeming intuitiveness of the approach, development of skill in MI rarely occurs in
the absence of formal training and coaching. Moreover, development of true
expertise in this approach requires a hefty dose of training and coaching for
mosteven those who already have substantial experience in counseling or
psychotherapy (Schumacher et al., 2013). Thus, in the interest of complete
transparency, we would like to state directly that we do not believe that reading this book and applying the suggested principles and skills on their own
are likely to make anyone an expert at MI. MI is a very powerful communication style and therapeutic approach that involves more than simply applying a particular technique to a particular situation (Miller & Rollnick, 2009).
Nevertheless, interventions that involve the selective application of principles
and practices of MI may help improve outcomes, as in the case of screening
and brief intervention for alcohol problems in the emergency department
(DOnofrio & Degutis, 2002).
Introduction
W H AT D O ES T H I S B O O K O FFER?
8
have sought to apply MI vary greatly depending on the setting within which a
particular provider works, their underlying questions are very similar. Questions
such as:How do Iuse MI to involve someone more actively in creating a treatment
plan? or, What do you do when a client tries to get you to do all the work for
them? or,How do you help someone who wont comply with treatment? When we
address these questions with our training audiences and in c hapters4 through 7
of this book, many times the answers are simple:You might try agenda setting or
elicitprovideelicit to help engage the client at the beginning of the session. Other
times the answers are more complex, and may require the provider to change not
only what they say and do with the client but also how they fundamentally think
about the client. Our goal is to provide you with clear advice and suggestions
about how concepts, principles, and skills from MI can be applied to the most
difficult situations you encounter in your work.
Chapter4 addresses how practices and principles of MI can be applied to the
challenge of clients who are Less Ready to Change. In particular, we focus on
the nearly ubiquitous problems of no-shows and non-adherence, as well as special considerations and strategies to enhance engagement of clients involved in
the legal system. The last section may be of interest even to readers who do not
work with legally involved clients, as many clients feel coerced to change by loved
ones, employers, or others in much the same way that legally involved clients do.
Chapter5 delves into the challenges associated with Loss of Momentum. In this
chapter we discuss how MI can be applied to clients who experience slow progress or setbacks (i.e., lapses or relapses), as well as clients with overly ambitious
expectations about how quickly change will progress.
Although c hapter 6 focuses on Psychiatric Symptoms and Disorders, specifically depressive, anxiety, trauma- and stressor-related, obsessive compulsive and
related disorders, and psychotic disorders, this chapter may be of great interest
to nonmental health providersfirst, because psychiatric disorders are highly
prevalent, and thus clients who are experiencing these symptoms and disorders
are likely to present in every setting where MI might be utilized; and second, many
of the challenges related to these symptoms and disorders such as poor concentration, disorganized thinking, and lack of motivation are also commonly observed
in individuals who do not suffer from these symptoms or disorders. In the final
chapter of the section on clinical challenges, chapter7, we address how practices
and principles of MI can be used to address challenges commonly encountered
when Working with Multiple Individuals, specifically parents and groups.
In chapter8 we provide a series of tips and strategies for learning MI that we
have identified over our years as MI trainers. We also describe two challenges we
have identified that seem to impede MI learning and implementation for many
providersnamely, feelings of frustration with difficult clients and assumptions
that what worked for the provider personally (when they stopped smoking, quit
drinking, lost weight, went straight, etc.) is also the best solution for their client.
As noted, there is no quick fix solution for learning MI, but we have found that
following some of the tips and tactics and targeting the challenges outlined in
chapter8 may facilitate learning and implementation of MI for some providers.
Introduction
FO R W H O M I S T H I S B O O K I N T EN D ED?
10
ability to place the best interests of the client ahead of self-interest or agency
interest can be more difficult to navigate. In our discussion in chapter4 of how
MI principles and practices can be applied to clients with legal involvement, we
provide further discussion and guidance on how providers can compassionately
apply the principles of MI in cases where the client is being offered or required to
participate in services he or she did not seek. As a final note, although many of
the professionals and volunteers we have trained who are also parents or spouses
have reported that using reflective listening and asking open questions (which
are not unique to MI) have improved communication in their personal relationships, MI is not intended for use in personal relationships with spouses, children,
or friends.
H OW TO U S E T H I S B O O K
Whereas MI-novice readers may choose to read this book from cover to cover,
experienced MI practitioners may choose to read only a few relevant chapters.
Whether you have thoroughly read none, one, a few, or all of the chapters in
this book, we have designed the book to be useful as a quick reference. When
you encounter a particular clinical challenge or feel stuck, we encourage you
to flip to the table of contents of this book and read those chapters or sections
most relevant to the challenge you face. For example, if you have a client who
has started to miss appointments and you suspect it may be because he or she
has anxiety about coming to see you, you might choose to read the section in
chapter4 on no-shows and the section in chapter6 on anxiety. However you
choose to use this book, we hope you will find it a helpful guide in how to
apply the practices and principles of MI to help resolve a number of ubiquitous clinical challenges.
12
W H AT M OT I VAT I O N A L I N T ERV I E W I N G I S N OT
13
14
PersonCentered
MI
Cognitive
Behavioral
Guiding
Directing
Directing
Focus in session
Feelings
Change talk
Cognitions
Behaviors
Form of
psychotherapy
Psychotherapy
Communication style
Psychotherapy
Psychotherapy
Brief
Brief
Brief
Essential
ingredients
Core conditions
Spirit
Challenging
maladaptive
thoughts/
beliefs
Learning
a healthy
opposite
to problem
behavior
Focus in session
Exploration
Increasing
change
talk and
minimizing
sustain talk
Maladaptive
thoughts
and beliefs
Problem
behaviors
Transformative
element
Resolving
incongruence
Change talk
Learning
Learning
adaptive
healthy
thoughts and behaviors
beliefs
Theory of
personality
Developed
None
Developed
Developed
View of
psychopathology
Incongruence
None
Learned
patterns of
thinking
Learned
behaviors
applicability. This diverse applicability has contributed to the widespread proliferation of MI across different disciplines within and outside mental health and
substance abuse treatment.
15
& Lane; 2009; Madson, Schumacher, Noble & Bonnell, 2013; Schumacher,
Madson & Norquist, 2011; Walters, Matson, Baer, & Ziedonis, 2005). In fact,
the current gold standard for MI training involves practice with observation and feedback to develop competency (Miller, Yahne, Moyers, Martinez,
& Pirritano, 2004). Similarly, MI is not simply what you have already been
doing. Collectively, we have spent 21years learning, practicing, training and
evaluating MI. Our evolution involved relearning skills and a mind-set that
was based on but different than what we had learned previously about working with clients. We have found that that our personal MI learning experience
as psychologists is consistent with the learning experience of professionals
across the disciplines that utilize MIcertain communication styles and
attitudes need to adjust to develop an MI-consistent practice (Schumacher,
Madson & Nilsen, 2014).
16
T WO C O M P O N EN TS O F M OT I VAT I O N A L I N T ERV I E W I N G
The foundation of MI, often called the spirit, can be summarized by four characteristics that need to be present in any MI-focused provider-client relationship.
These characteristics are collaboration, evocation, acceptance, and compassion
(Miller & Rollnick, 2013). These characteristics are necessary for a provider to
successfully use MI and are more important than any specific strategy. In fact,
the spirit of MI is the foundation from which any MI interaction develops. For
this reason we provide further explanation of each characteristic of the MI spirit
with MI-consistent and MI-inconsistent examples.
C O L L A B O R AT I O N
17
control) of the client. This relationship is conducive (i.e., facilitative or contributing) to change, not coercive.
Example:MI-Consistent/Inconsistent Collaboration
Client Statement:Look, Ijust smoke a little pot [marijuana]. Idont think
it is that big of a deal, but Ifailed a drug screen at work and they made me
come here. So, Ihave to quit now, even though Idont see anything wrong
with it.
MI-Inconsistent:Pot is illegal and against your work policy. If you want to
stop, this program will get you on track.
This response is considered MI-inconsistent because the provider assumes
an expert/authoritarian role. In this role, the provider is not working as a
partner but is telling the client how it is and how to behave. This response
is more likely to increase discord (discussed later) between the client and
provider, not develop a partnership.
Somewhat MI-Consistent:Youre faced with a forced change to keep your
job and that isnt too exciting for you. Ive told you about our program. How
will it work for you?
This response is somewhat but not completely MI-consistent. The provider
reflects the clients concern about being forced to change and attempts to
elicit solutions from the client. However, the provider still communicates
that the client must figure out how to make the program work, which communicates an expert role.
MI-Consistent:Sounds like you are really frustrated and feel like you are
being forced into changing. Since the circumstances are the way they are,
Iwonder if we can brainstorm and work together to come up with some ideas
on how we can make the most of our time together.
This response is an MI-consistent, collaborative response. Not only does it
acknowledge the way the client is feeling about the session without correcting the client about using marijuana, but the provider adopts an egalitarian
approach asking how the two can best utilize their time. The statement also
communicates that the provider wants to work with the client in best utilizing their time versus imposing an agenda of what to address. Thus, the two
are partners.
E VO CAT I O N
18
approach, explaining why it may not work. Rather than engage in that back and
forth, the MI-consistent provider focuses on drawing information out of the client (Miller & Rollnick, 2002). This may include eliciting from clients (1) their
perspective of the problem; (2)why they may want or need to change; (3)how
they would change; (4)personal goals and values; (5)why they may not want to
change; or (6)why they may want to stay the same. While a client may lack the
desired level of motivation, all individuals are somewhat motivated to make
changes and every client has ambitions, values, and concerns. Agoal in MI is to
establish a personal connection between the change focus and what the client
values. By identifying clients aspirations and perspectives, a provider can evoke
from clients their own arguments for making changes. In MI, this is referred to
as change talk.
Example:MI-Consistent/Inconsistent Evoking
Client Statement:Well Im here. My physician said Ineeded to see you about
my diet and exercise before Ihad my procedure.
MI-Inconsistent:It is good you are here. We need to get you on a healthy diet
and exercising each day. Ihave a plan that has been really successful
This is an MI-inconsistent response because the provider does not evoke
anything from the client. The provider also prematurely focuses on a change
target and adopts an expert/authoritarian role. The provider is not attempting to understand any aspect of the clients view of the concern. It is highly
likely that the discussion will evolve with the client explaining why the plan
wouldnt work. Without understanding the client, the provider is likely to
evoke more sustain talk than change talk.
Somewhat MI-Consistent:Thanks for coming in today at the request of your
physician. What things should you change about your diet?
This response is somewhat but not completely MI-consistent. The provider
affirms that the client followed through on the request of the physician in an
MI-consistent fashion. The provider also asks an open question. However,
the specific open question selected by the provider focuses the encounter on
changes in diet in a non-collaborative fashionthe provider chooses what
is important without seeking client input. Additionally, the choice of the
word should communicates that the client has to do something.
MI-Consistent:It sounds like your physician wanted you to see me to work
on your diet and exercise. What are your thoughts about seeing me?
This is an MI-consistent, evocative response as it not only reflects the clients understanding of the referral but it also elicits from the client his/her
own ideas about the consultation. The response communicates that the
clients ideas are the important ones in this conversation. This avoids the
premature focus and assuming an expert role. Responding in this way also
avoids the trap of taking sides. Unlike previous responses, this one does not
align the provider with the physiciantaking sides.
19
AC C EP TA N C E
Although not new to counseling or to MI; acceptance has recently been explicitly identified as the third foundational component of MI (Miller & Rollnick,
2013; Wagner & Ingersoll, 2013). Acceptance involves appreciating what the
client brings to the interaction. In MI, an accepting environment helps the client explore all aspects of change. This does not mean that the provider has to
approve of the clients actions or give in to the status quo (Miller & Rollnick,
2013). Acceptance, as outlined by Miller and Rollnick includes four aspects.
Absolute Worth
A basic tenet of person-centered therapy is that every human is trustworthy
and has potential to change and to do the best for themselves (Rogers, 1959).
Recognizing the potential and worth in every client is essential to developing a
solid relationship and communicating acceptance.
Accurate Empathy
To be MI-consistent, a provider has to have a genuine interest in and desire to
appreciate and understand the clients situation. This does not mean feeling
sympathetic towards or identifying with clients. It does mean that MI-consistent
providers actively seek to understand the world of their clients and how that
relates to their change or lack of change. For instance, if a client was not taking her/his medication, a provider would be MI-consistent by seeking to better understand the clients situation, values, and goals to see how they relate to
change versus simply lecturing the client about the need to take the medication.
Accurate empathy communicates that the provider is interested in clients experience and wants to learn what it is like for them.
20
recognize they have the freedom and ultimate responsibility for making
changes how they deem appropriate.
Affirmation
As a strength-based approach to counseling, MI-consistent providers strive
to recognize, comment on, and elicit client strengths and resources (Madson,
Loignon, Shutze, & Necaise, 2009). Most individuals who seek help, whether by
choice or coercion, have likely attempted to change in the past with variable success. Often clients focus on failures at change or thwarted efforts. In affirming
clients, the goal isnt to be a cheerleader or offer positive affirmationsit is to
help clients see their strengths, resources, and previous success from which this
change effort may be built
Example:MI-Consistent/Inconsistent Acceptance
Client Statement:Look at this scar on my face. Idont know why the police
arrested me, Iwas just defending myself. Shes crazy!
MI-Inconsistent: I hear you. An important part of fixing this problem is
accepting responsibility for your behavior. That will help keep you out of jail.
This response is MI-inconsistent because the provider directly confronts
the client. The response conveys that the provider has taken the side of the
clients partner and the criminal justice system, is not interested in hearing
the clients perspective, does not respect the clients right to make choices,
and is critical rather than affirming. It is highly likely that this response
would reduce the clients ability to engage with the provider and use the
interaction to actively consider what types of changes he might need or
want to make in his life.
Somewhat MI-Consistent:You do not believe that the police listened to your
side of the story and are uncertain you belong in this treatment. How can we
ensure you keep out of trouble?
This response is somewhat MI-consistent. The provider resists the righting
reflex and instead reflects the clients perception of the situation. The provider also attempts to evoke potential solutions from the client. However,
there is little effort to communicate the elements of acceptance.
MI-Consistent:You do not believe that the police listened to your side of the
story and you are not certain that you belong in this treatment. Given that
you feel that way, Iappreciate that you kept this appointment and showed up
anyway. Ultimately you will have to decide what if anything you can learn
from this program.
This response is MI-consistent because it conveys that the provider has
heard and is trying to understand the clients perspective on his current
situation, and thus conveys empathy. The response also affirms that the
21
Compassion is an authentic, emotional response when perceiving others suffering and results in a desire to help (Seppala, 2013). In other words, compassion
includes a sense of responsibility and care for human beings that intensify their
motivation and drive to better their clients lives (Fromm, 1956). Thus, in practicing in an MI-consistent fashion, it is essential to always have the best intentions
for your clients and genuinely care about their welfare. However, it is important
to avoid the righting reflex (discussed later) as a result of concern for the welfare
of and wanting to do good for others.
Example:MI-Consistent/Inconsistent Compassion
Client Statement:Isnt there anything you can do to save my foot?
MI-Inconsistent:We have been working with you for years to try to get you
to better manage your blood sugar. Im sorry but at this point there is nothing
we can do. Hopefully this situation will help you better manage your diet and
medications in the future so you dont also lose your other foot.
This response is considered MI-inconsistent, and might well represent
a response from a provider who is experiencing burnout. Although the
response contains factual information that addresses the question asked by
the client, it does so in a confrontational fashion and without compassion
for the clients current state of emotional distress and need for comforting
and reassurance as well as information.
Somewhat MI-Consistent:You are very upset about losing your foot. What
can you take from this situation about how to avoid future losses?
This response is somewhat MI-consistent. The provider reflects the clients feelings and attempts to elicit rather than confront the client.
However, the client may experience the response as judgmental and
non-compassionate given the focus isnt on relieving the pain but how
the client can learn from this experience.
MI-Consistent: I can tell you are very upset about losing your foot, and
Iwish there was something Icould recommend that would save it.
This response is an MI-consistent, compassionate response because it conveys empathy with the clients current emotional distress as well as a desire
to resolve that distress. This response may open the client up to using the
provider as a source of emotional support during a difficult life transition
22
and to working with the provider to try to better manage his or her diabetes
in the future.
Quick Reference
Foundational Motivational Interviewing Spirit Components
Entering into a collaborative working relationship
Eliciting from clients versus prescribing to them
Appreciating client worth and autonomy, affirming strengths, and empathizing with their situations
A sense of care and responsibility for the welfare of clients
FO U R G U I D I N G PR I N C I PL ES
Although not included in some of the most recent writings on MI (e.g., Miller
& Rollnick, 2013), in our work as MI trainers, we have found that the four guiding principles of MI, as elaborated by Rollnick, Miller, and Butler (2008), help
many providers improve their grasp of the foundational spirit of MI. These principles are (1)resisting the righting reflex, (2)understanding and exploring the
clients motivations, (3)listening with empathy, and (4)empowering the client
and encouraging hope and optimism. It can be helpful for providers to remember the acronym, RULE:Resist, Understand, Listen, and Empower in relation to
remaining MI-consistent.
23
they are often aware of some of the negative consequences of their eating. At
the same time, these individuals enjoy food, recognize the role food may play
in socialization, and do not want to see themselves as having an eating problem. Instead they would rather see their eating as normal. Thus, these individuals often simultaneously feel two ways about their eating behaviorboth
for and against changing it.
When clients see providers taking sides with the healthy part of the clients
ambivalence, making a case for why they need to change, their natural response
will be to make an argument against making a change (Leffingwell etal., 2007).
Consequently, the providers reflex may be to make a stronger argument, which
will likely cause a client to argue more. Because people have a tendency to believe
what they hear themselves say, a providers arguing with a client may actually
be solidifying the clients argument against making a behavior change. In MI,
the client should be the one who is making a case for change, not the provider.
Because many clients are ambivalent about making changes, it is the providers
job to help them work through this ambivalence and aid them in making a case
for a change. To be MI-consistent, a provider needs to understand ambivalence
as a natural part of change and not as pathological. This stance helps providers
avoid educating or persuading clients to changeresisting the righting reflex.
Therefore, MI-consistent providers use a variety of strategies to highlight and
explore client ambivalence, including questioning, simple and complex reflections, affirmations, and summaries (Miller & Rollnick, 2002).
Example:Resisting the Righting Reflex
Client Statement:Look, Iwish everybody would just leave me alone about my
HIV. Iget what they are saying about needing to stay on top of my treatment
and sexual behavior, but Ifeel fine and all my friends have unprotected sex.
MI-Inconsistent:You dont seem to be as worried about your HIV as everyone else. Dont you think it is important to address?
What about trying to always have a condom with you in case you have sex?
These two provider statements are MI-inconsistent and illustrate two different ways the righting reflex can manifest itself in working with ambivalent clients. The first statement directly confronts the clients ambivalence
as denial in a direct attempt to get the client to reconsider his or her perspective. Likely this statement will engender discord between the client
and provider. In the second statement, the provider succumbs to offering
unsolicited advice and prescribes a solution. It is likely that the client will
respond by discussing how the solution will not work.
Somewhat MI-Consistent:You recognize that change is hard and also recognize that others have concerns about your HIV and believe that you may
need to change your behavior. It seems important to keep yourself and others
safe in the future.
24
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Basic counseling skills are vital to interactions across several helping professions
from medicine to corrections. In MI, these basic counseling skills are used intentionally and purposefully during the course of an interaction in order to facilitate client discussions about changing (change talk) and to minimize discussions
about not changing (sustain talk). In other words, providers can use these basic
counseling skills to elicit and selectively reinforce client discussions in favor of
changing and to guide clients away from discussions related to not changing. The
skills emphasized in MI are represented by the acronym OARSOpen questions, Affirmations, Reflections, and Summaries (Miller & Rollnick, 2013).
Open Questions
The appropriate use of questions is an important aspect of MI. Providers must
be mindful in sessions to avoid the question and answer trap. This trap is a client/provider interaction in which the provider overuses questions (often closed
questions) and the client simply answers the questions with limited responses.
This trap results in a question-after-question and answer-after-answer process that prevents a deeper discussion of the topic (Miller & Rollnick, 2002).
MI-consistent providers avoid trying to ask more than one question in a row to
avoid this trap!
Open vs. closed question:Aclosed question implies or requires the client to
give a one- or two-word answer (e.g., yes or no) and is used to gather specific
information (Hill & OBrien, 1999; Seligman, 2008). An open question is broad;
encourages clients to talk about thoughts, feelings, behaviors, and/or experiences;
and give clients flexibility in how to respond (Hill & OBrien, 1999; Seligman,
2008). In MI, the use of open questions is preferred to closed questions as open
questions are more eliciting and invite clients to provide more information than
closed questions.
Example:MI-Consistent/Inconsistent Questions
Client Statement:I cant seem to remember to take my evening medications.
MI-Inconsistent Closed Questions:
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solution, rather than eliciting solutions from the client. Thus the provider is
using the question as an indirect way to offer unsolicited advice.
MI-Consistent Open Questions:
What concerns you about taking and not taking your medications?
What exactly happens in the evening?
What are some reasons you want to take your meds?
These questions are MI-consistent because they invite the client to talk and
they elicit the clients expertise about the situation thus allowing providers
to gain a better understanding of the clients motivations and concerns. In
fact, a question like the third question is likely to elicit change talk (discussed later)an important aspect of MI as it relates to increasing motivation. The first two questions will help the client discuss concerns associated
with medications and barriers that might need to be addressed to enhance
motivation for changing.
Affirmations
When clients are attempting to change, it is common to focus on the problem
or past failed attempts. Correct use of affirmations is a method through which
client strengths can be emphasized. Affirmations, in MI, involve actively seeking to uncover, recognize, and discuss client strengths and positive actions
(Hohman, 2012; Pirlott, Kisbu-Sakarya, DeFrancesco, Elliot, & MacKinnon,
2012). To accomplish this, a provider may comment on a strength, attribute, skill, or action; reframe an action, situation, or attribute in a positive
light; or elicit affirmations from the client. Using affirmations does not mean
a provider acts like an overzealous physical trainer or cheerleader, but that
the provider genuinely elicits, recognizes, and comments on client strengths.
Therefore, affirmations should focus on the client, should not be praise, and
should avoid using the word I as in I approve. In the helping professions, it
is common for providers to use comments like that is good/great or I am so
proud of you. There is no doubt in our mind that these comments are meant
to be supportive; however, they are not fully MI-consistent as they violate
these rules.
Example:MI-Consistent/Inconsistent Affirmations
Client Statement:My family says Iam depressed but Iam not sure. Igo to
work and socialize. Dont depressed people just sit at home and sulk.
MI-Inconsistent:You are depressed and not sure what to do about it.
Although this is a nice example of a simple reflection (discussed later),
it focuses solely on client weaknesses and problems. Thus, there is little
attempt to recognize or comment on strengths. Additionally, it has the
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potential to engender discord between the client and provider as the client
has communicated uncertainty about being depressed.
Somewhat MI-Consistent:Your family thinks youre depressed but depressed
people do not behave the way you are. Iam happy you still came in.
This statement is an example of a good reflection of content. However, the
provider misses an important opportunity to affirm the client by commenting on strengths, successes, or positive behavior. Further, the provider by using I puts the focus on her or his approval versus the clients
inherent strengths or abilities.
MI-Consistent:
Comment on positive action:You came here at the request of your family
even though you are unsure if it is needed. You must care a lot about them.
Reframe situation:You are feeling depressed and are coping with it pretty
well. Youre still able to work every day and go out with friends.
Elicit from client:What sets you apart from those people who sit at home
and sulk?
Each statement is an MI-consistent affirmation as they follow the rules outlined earlier, focus on strengths, and are likely to engage the client in further discussion versus engendering discord between the client and provider.
The first statement acknowledges that the client is uncertain about having
depression yet highlights the care for family members resulting in coming to
the appointment. The second statement reframes the clients focus on sitting
home and sulking to focus on the strength of being active. The third statement elicits from the client qualities that can be used as strengths in changing.
Reflections
As the primary basic counseling skill used in MI, reflections are important as
they help bridge the meaning between what the client is communicating and
what the provider hears, and allow providers to check their understanding of
what was said (Passmore, 2011; Rosengren, 2009). It is important to note that
when offering a reflection, the tone of voice is just as important as the words
uttered. To reflect, the voice should inflect down at the end of the statement. An
up-inflection at the end of the statement, which seems to come most naturally
to most people we have trained in MI, communicates a questiona closed question. To be MI-consistent voice tone should also be devoid of inflections that
convey sarcasm, hostility, or condescension.
Reflections are valuable as they can (1) help demonstrate that a provider is
listening, (2)express provider empathy, (3)communicate an understanding and
appreciation of the client, and (4)help the provider guide the client to a deeper
discussion of the topic. For these reasons, it is also important to avoid tagging
on a question such as Right? or Is that correct? Those types of questions can
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convey to the client that the provider does not really understand them and must
check-in frequently in order to follow them. Reflections should also be used
intentionally in MI to strategically reflect sustain talk, discord and change talk
as providers seek to guide clients toward change. The goal in using reflection
with discord is to join with the client rather than confront him or her about their
ambivalence toward change. When intentionally reflecting discord, a provider is
continuing to understand and foster an engaging working relationship (Miller &
Rollnick, 2013). Change talk is a key aspect for facilitating change in MI, and as
such the MI-consistent provider reflects change talk in an attempt to reinforce
and strengthen it (Miller & Rollnick, 2013).
An MI reflection is categorized as simple or complex.
Simple Reflections
Reflections that remain very close to what the client said, adding little additional
information, are simple reflections (Moyers, 2004). Simple reflections are often
used to acknowledge and validate what the client is saying (Rosengren, 2009;
SAMSHA, 1999). Thus, simple reflections may include statements about basic
client feelings and thoughts or session content. Sole reliance on simple reflections
can slow progress of the discussion to more meaningful aspects of the clients
concerns. Often when our trainees felt their sessions went around in circles with
little progress, we found that they relied mainly on simple reflections and didnt
deepen the discussion.
Example:MI-Consistent/Inconsistent Simple Reflections
Client Statement:My wife bugs me about eating healthy. Icant believe she
made me come here.
MI-Inconsistent:Your eating is bad.
This reflection is MI-inconsistent because it negatively labels the clients eating and is likely to engender discord. The reflection prematurely focuses on
the eating behavior and misses the clients message about being upset over
being forced to come to the session. This missed opportunity to reflect the
clients concern could slow engagement and the development of the working relationship. Instead, the client could become defensive about his eating
behavior.
Somewhat MI-Consistent:Sounds like you and you wife are having some
difficulties.
This reflection is somewhat MI-consistent. It is a reflection of the session
content but is likely to focus the discussion on the clients wife or marital
relationship. Thus, the discussion may end up off moving away from the
potential change target and may lose focus.
MI-Consistent:You cant believe youre here.
This reflection is MI-consistent because it focuses on the message communicated by the client. By reflecting the content of the statement, the provider validates the clients comment and is more likely to foster trust and
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are two important nuances in this reflection. First, notice the use of and versus
but when using a double-sided reflection as it emphasizes feeling two ways. Next,
notice that the side of ambivalence related to changing is presented last. This
point highlights one of the intentional aspects of MI. People often continue to
talk about the most recent thing another person states. Thus, the client is more
likely to continue talking about reasons to change because the provider ended
the double-sided reflection with the pro-change side of the ambivalence.
Amplified Reflection:This type of complex reflection occurs when a provider
restates what the client has said, but in a stronger or even more extreme fashion
than what the client communicated (Miller & Rollnick, 2002; SAMHSA, 1999).
Amplified reflections are particularly helpful in responding to client sustain
talk as it amplifies the clients communication about not changing beyond what
the client is saying, yet does not confront or challenge it. When using amplified
reflection, it is important to remain supportive and avoid a tone that could be
perceived as judgmental or condescending as this could engender discord.
Example:MI-Consistent/Inconsistent Amplified Reflection
Client:I dont understand why my wife is so concerned about my cholesterol.
My results suggest it is borderline high, not high.
MI-Inconsistent:You really dont have any problems whatsoever.
This amplified refection is MI-inconsistent for two reasons. First, we highlight
the potential tone of the word really as this could be perceived by the client
as judgmental. Avoiding qualifiers such as this might reduce that perception.
Second, using whatsoever could be perceived as sarcastic and confrontational and could communicate that the provider does not believe the client.
Somewhat MI-Consistent: Your wife shouldnt have any concerns about
you.
In this reflection the provider is amplifying the clients statement. However,
the statement is a more global statement about the clients relationship with
his wife versus an amplified statement about the change target. The client may
respond with discord or the conversation may drift off topic and lose focus.
MI-Consistent:Your wife is worrying needlessly about your cholesterol.
In this reflection the provider is amplifying the clients statement about his
wifes concern by adding the word needlessly. By adding this word the
provider is taking the clients statement to an extreme that the client may
actually disagree with and correct the provider.
Summaries
Summaries fall on the advanced end of reflections. In essence, summaries are
provider statements that pull together and synthesize a group of client statements. To put it in the metaphorical terms of one of our non-MI passions (making
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Southern barbeque):if reflections are individual spices, then summaries are the
exquisite spice rub that pulls all of the individual flavors together to give your
barbeque just the right taste. Summaries can be used to begin and focus a session, close a topic, conclude a session, connect session content, and/or help a
client reflect on what he or she has said (Ivey & Bradford Ivey, 2003; Seligman,
2008). Summaries are valuable to discussions about change as they allow clients
to hear multiple aspects of their conversation all at once. In MI, you use summaries to selectively attend to key concepts (i.e., change talk) when choosing
what to include. Three different types of summaries have been discussed and are
described here.
Example:Summaries
Provider Question: If you were to be successful in making the changes to
your drinking weve talked about, what would be different in your life a year
from now?
Client Statement:Well, if Imake it through this DUI [arrest and conviction
for driving under the influence of alcohol] and get my license back, Id have
a job again.
Provider Response: So one thing is that youd be able to get a job again.
What else would be different?
Client Statement:Well, this isnt really a change from now, but it is a change
from beforenow that Idont go to the bars, Im spending more time with
my kids. Doing homework, eating dinner with them; you know, just normal
family stuff.
Provider Response:So being a more involved father is something youve been
doing and you think would continue a year from now. What else might be different if you were successful in changing your drinking?
Client Statement:Im not sure. Iwould hope maybe Id be able to quit smoking. Ive tried to quit before, and going to bars always makes me want to
smoke. Iguess if Ididnt go to bars maybe Icould quit smoking.
Collecting Summaries: These are summaries that reflect information
gathered over a period of time that are intended to simply continue the
conversation (Rosengren, 2009). In essence, the provider is recalling
several things a client recently stated. We have discussed with trainees
that collecting summaries can be a great way to remain MI-consistent in
intake or assessment sessions as they communicate the provider is listening and enable probing for more information about a topic without simply
asking questions.
Example:MI-Consistent/Inconsistent Collecting Summaries
MI-Inconsistent:So you recognize the way your behavior has damaged your
family both financially and emotionally and you plan to finally be a responsible father and provider.
This summary is MI-inconsistent because it not only summarizes the clients statements, but it also labels the clients behavior in a negative way that
does not convey acceptance.
Somewhat MI-Consistent:So you hope to have a job. You also said youd
like to quit smoking. Am Ihearing you correctly?
This response is somewhat MI-consistent as is summarizes pieces of the discussion. The focus of the summary is on the two things the client wants to
change without including the benefits of the changes discussed by the client.
Thus, this summary may or may not promote positive change. The provider
also uses a closed-ended question to check the accuracy of the summary.
MI-Consistent:So one thing you hope would be different a year from now
is that you will have a job. You have been spending more time with your
kids and want that to continue. You also said youd like to quit smoking and
you think that might be possible if you arent drinking at bars. What steps
have you already taken toward making the changes in your drinking that will
make all of those things possible?
This summary is MI-consistent, because it pulls together what the client
has said without labeling or judging what has been said, and it also focuses
on the elements of what the client has said that are most likely to promote
positive changes in the clients drinking.
Linking summaries: When a provider wishes to connect information
expressed by a client with previous information, a linking summary can be
used (Rosengren, 2009). In using linking summaries the provider is intentionally trying to bridge different things the client has stated.
Example:MI-Consistent/Inconsistent Linking Summaries
MI-Inconsistent:In looking through your chart, Isee that this is your fourth
time in treatment. Icant believe you are still getting DUIs and going to bars
almost every night. You need to get your act together and take treatment seriously this time.
This summary is MI-inconsistent because it confronts the client about his
drinking behavior and also blames him for past treatment failures.
Somewhat MI-Consistent:So it sounds like a lot would be possible if you quit
drinking, including smoking cessation. Im glad to hear that you are considering
smoking cessation now. Thats a big change. Ican see from your chart that youve
declined smoking cessation counseling the last several times it has been offered.
This summary is a somewhat MI-consistent linking summary. The provider uses a summary to link something the client has just said to information from the clients treatment record. However, the summary is not fully
MI-consistent, because the provider shifts the established focus of the session from reducing alcohol consumption to smoking cessation.
MI-Consistent:So you think a lot of important goals, like getting back to work,
spending time with your kids, and quitting smoking might be possible if you were
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to make changes to your drinking. This sounds similar to the way you turned
your life around when you left the gang to join the military when you were 18.
This summary is MI-consistent because it links what the client has just said
about making changes in his drinking to comments he made about other
successful behavior changes, in a way that is likely to promote the clients
sense of self-efficacy about the current behavior change.
Transition summaries:The intention when using a transition summary is to
shift between topics or to change topics (Rosengren, 2009). Transition summaries can be particularly useful during data-gathering interviews such as
intake or diagnostic interviews as they communicate that the provider is
listening and they help ease into the next aspect of the interview.
Example:MI-Consistent/Inconsistent Transition Summaries
MI-Inconsistent:So it sounds like this DUI was finally the wake-up call you
needed. Youve recognized that your drinking is destroying you and your family. Admitting you have a problem is the first step. How long have you been
drinking?
This provider utterance is MI-inconsistent. With the summary, the provider
twists the change talk the client has offered in a very negative, confrontational, and labeling way. The provider then transitions to asking structured
questions without informing the client about the shift or asking permission
to make the shift. Thus the provider controls the direction of the session is
a very non-collaborative fashion.
Somewhat MI-Consistent:Just to summarize, you seem clear on wanting to
stop using alcohol. Now let me go ahead and ask you some questions for our
intake form.
Although this provider statement, in some sense, captures the essence of the
conversation with the client up to that point, it is also not a summary. It does
not bring together two or more distinct ideas expressed by the client. The
provider also misses the opportunity to support client autonomy and maintain a collaborative spirit by asking permission to segue to the intake form.
MI-Consistent:Before Iask you the questions Imentioned earlier, let me
summarize what youve told me so far, and see if Ive missed anything important. You have decided to stop drinking because you have experienced your
third DUI and have faced some stiff penalties. You also imagine that life will
be much different, in a good way, if you are successful in making that change
in your drinking.
Although not as detailed as the collecting summary, this MI-consistent
summary is a true summary in that it brings together two or more distinct
ideas expressed by the client. It is MI-consistent because it does not seek to
judge or label the client, but rather to emphasize those elements of what the
client has said that will help promote change.
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Quick Reference
Basic Motivational Interviewing Skills
Use open questions to invite discussion.
Elicit, look for, comment on, and affirm client strengths and successes.
Intentionally use simple and complex reflections to expand the change
discussion.
Deliberately use collecting, linking, and transition summaries to talk about
change.
C H A N G E TA L K A N D S U STA I N TA L K
Because a major focus of MI is helping clients explore their own reasons for
making a particular change, the MI-consistent provider selectively listens
for and reflects client utterances that favor changechange talk. Miller and
Rollnick (2013) outlined four components of motivation that are reflected in
change talk:(1)wanting to change; (2)perceived ability to change; (3)identified
reasons to change; and (4) importance of that change. Change talk has been
classified into two categoriespreparatory change talk and mobilizing change
talk (Miller & Rollnick, 2013). Preparatory change talk includes statements that
communicate the client is thinking about changing yet the statements by themselves do not predict client action (Amrhein etal., 2003; Carcone etal., 2013).
This type of change talk is represented by the acronym DARN (Desire, Ability,
Reasons, and Need).
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to help clients identify solutions to a problem than hearing and reflecting their
statements about what they can do or have done in the past? Thus, ability statements are important as they communicate what clients have done and what they
are likely willing to do to change. Ability statements may include:
I could probably use a designated driver more often.
I may be able to go for a 10-minute walk each evening.
I can get a pill box to sort my medications.
I might be able to brush my teeth first thing in the morning.
Reasons
A common form of change talk often expressed by clients is the reasons to
change. It is key to elicit and understand why it is important that a client changes
because it is the clients reasons, not others, that will facilitate client change and
are essential in MI. Reason statements often communicate an if...then message. Reason statements may include:
If Ipaid attention more to my son he wouldnt get into as much trouble.
It seems like Iwill have more energy if Iget more sleep.
I want to be able to enjoy things again.
By not smoking Iwould save money.
By talking more to people Imight get more friends.
Need
Clients statements that express the importance of the change reflect how necessary and urgent it is. Miller and Rollnick (2013) highlight that need statements
do not include why the change is important and if they did, the statement would
reflect a reason and not a need. Need statements may include:
I need to do something about my anxiety.
Ive got to stay out of trouble for the rest of the year.
I must lower my blood pressure.
I cant keep gaining weight.
I have to get out of the house and socialize more often.
Quick Reference
Change Talk
Desire:Iwant to change something.
Ability:Ican do this to change.
Reason:If Ichange then this will happen.
Need:Ihave to change.
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Related to the righting reflex mentioned earlier is sustain talk and discord.
Change talk is client speech in favor of change, whereas sustain talk is client
speech expressing desire, reason, and need to remain the same and perceived
inability to change (Miller & Rollnick, 2013). In other words, when articulating
sustain talk, clients are telling you why they should not change.
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wrong in her response, thus becoming more entrenched in staying the way
he or she is.
Somewhat MI-Consistent:Why might you want to change your eating now?
This response is somewhat MI-consistent as it is an open question that intends
to elicit change talk (i.e., reasons to make a change). However, as a response
to sustain talk this question is less MI-consistent as it might engender discord
and increase sustain talk. More specifically, this question dismisses client sustain talk and communicates the provider has taken sides with change.
MI-Consistent:
Simple reflection:Your eating is not a concern for you right now.
Amplified reflection:This concern about your weight is an overreaction.
Double-sided reflection:Your diet is not of concern to you, and at the same
time you chose to come to meet with me.
Reframing:It would be difficult for you to make changes to your eating because
you like food and its an important part of your interactions with friends.
Emphasizing autonomy:Ultimately, it is up to you what you decide to do or
not do about your eating.
These responses are MI-consistent because they are less likely to engender
discord between providers and clients. In fact, each of them communicates
that providers are joining clients where they are at in relation to the area
where change is being considered. Thus, by responding to sustain talk in a
MI-consistent way, providers are more likely to engage clients, reduce the
discord, and open the door to explore change.
Discord
While sustain talk is client communication about a particular change, say changing a diet, discord is more about the relationship between a provider and client.
In other words, discord is a signal that the provider and client are not on the
same page and that there may be a rift in the working alliance (Miller & Rollnick,
2013). Thus, sustain talk and discord should be cues for providers to change their
behavior and respond differently to the client. We often try to emphasize with
those we train that when discord develops it is their responsibility to get on the
same page with their clients to resolve it. To do this, a provider avoids arguing
with the client, listens more carefully, changes direction, and responds to the
client in a non-confrontational manner that attempts to change client energy
toward discussing positive change (Miller & Rollnick, 2002).
Example:MI-Consistent/Inconsistent Responding to Discord
Client Statement:Well, Ireally dont know why Iam here. Iwas in the wrong
place at the wrong time and got an MIP [minor in possession of alcohol].
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I dont understand why they are so upset; everybody drinks on game day.
Icame here because the Dean told me to, but Ireally dont feel like Ishould be
here, but Iwant to stay out of trouble. Now Ihave to come here and hear you
lecture me about how Ineed to change my drinking.
MI-Inconsistent:If the Dean is concerned enough to ask you to come here,
you must have a problem with your drinking.
This statement is MI-inconsistent because it directly argues with the client
in favor of change. This statement is likely to engender increased discord
and will place the client in a position to defend him- or herself and explain
why his or her drinking does not need to change. Not only is the client not
talking about change based on this response, the client will be less engaged.
Somewhat MI-Consistent:If youd like, Ican provide you with more information about the rationale behind the alcohol policy.
This response is somewhat MI-consistent. The provider is asking permission to provide information to address the clients statement that she does
not understand why she has been referred for help. Although asking permission to give information is an MI-consistent strategy, in this case it is
unlikely that the clients concern is really that she does not understand the
alcohol policy. It is more likely that she is frustrated and feels singled out.
Thus this response is unlikely to decrease discord.
MI-Consistent:
Apologizing: Im sorry you were not given clear information about the
policies.
Simple reflection:It seems like you and the Dean have a different view of the
situation.
Amplified reflection: The University is really overacting here about your
drinking given that all college students drink.
Double-sided reflection:You really dont feel like you need to be here and at
the same time you want to learn how to stay out of trouble.
Affirmation:You have really thought through this situation.
Shifting focus:You are concerned Im going to force something upon you.
Idont know enough about you yet to even start talking about what makes
sense for you to do. Id like to discuss your thoughts about what brought
you here a bit.
Emphasizing autonomy: You feel forced to come here and Id like you to
know that it is your choice what to do with the information we discuss in this
program.
All of these statements would be more likely to reduce discord between
providers and clients as they communicate I appreciate your situation and
dont want to force you into anything. Additionally, these statements demonstrate a change in direction to avoid increasing discord. Further, the client
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may be more likely to respond with change talk, reduced push-back, and
more willing to discuss the situation as well as more openness to provider
feedback.
Quick Reference
Responding to Sustain Talk and Discord
Reflect clients concerns about not changing.
Affirm the strengths in clients sustain talk and discord.
Validate clients concerns and shift the focus of discussion to a less contentious
topic.
Explicitly comment on clients autonomy and personal choice.
C H A P T ER S U M M A RY
Our focus for this chapter was to introduce you to MI and provide a brief
overview of the foundational components of this communication approach. In
providing this overview we emphasized the importance of adhering to the MI
spirit in order to develop proficiency. It is from the spirit that the MI-consistent
use of basic counseling skills such as open questions, affirmations, reflections,
and summaries emerge, as well as ones adherence to the principles of MI.
Thus, if one embraces the spirit of MI it becomes second nature to resist the
righting reflex and understand clients motivations through listening to and
empowering them. Adopting the spirit of MI as part of your philosophy can
assist you in intentionally using MI skills and strategies to elicit and reinforce
change talk as well as conceptualize and successfully work with sustain talk
and discord. We hope that we impressed upon you the importance of adopting the spirit of MI in order to continue on your journey of developing your
MI abilities.
The main focus in the engaging process is on developing the solid working relationship with clients that is important to most clinical encounters
(Horvath, 2001). To do this, a provider must be aware of the importance that
first impressions have on clients and be mindful of how provider actions influence others. In particular, providers must be cognizant of how their actions
affect the perceptions and willingness of clients to enter into a working relationship with them. Helping clients feel welcome, comfortable, and safe to
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explore their questions and concerns about change are important goals of
engaging. To be MI-consistent in engaging requires avoiding traps such as
those outlined in the quick reference box (Miller & Rollnick, 2002). All of
these are traps because they may lead clients to feel less welcome and safe in
the relationship with a provider.
Quick Reference
Traps to Avoid
Question and answer:Asking too many closed questions.
Premature focus:Narrowing in too quickly on what to change.
Taking sides:Identifying the problem and prescribing a solution.
Expert:Communicating that you have all of the answers.
Engaging clients is vital to MI and is foundational to the other MI processes
and outcomes (Boardman, Catley, Grobe, Little, & Ahluwalia, 2006; Catley
et al., 2006; Moyers et al., 2005; Murphy, Linehan, Reyner, Musser, & Taft,
2012). Thus, an MI-consistent provider is always vigilant to engagement and
signs of disengagement. These signs of disengagement may include the client providing short or vague responses, passively agreeing with suggestions, a
closed body posture, changing the topic, interrupting the provider, or simply
not saying anything.
Miller and Rollnick (2013) suggest that to appropriately engage someone in
an MI interaction requires using a person-centered style that is welcoming,
accepting, and genuinely focused on wanting to understand clients concerns
or problems as well as their values and goals. This requires focus on the person
and listening as opposed to determining the root of the problem and the solutionremember in MI that is not the providers job. Think of an experience
you had with a helper that made it difficult for you to trust them. What was it
about that experience or the persons behavior that made it hard for you to trust
them? Were you open to their help or suggestions? Would you go back? These
are thoughts that clients have when they first meet a provider and are things all
providers should be mindful of to be MI-consistent.
Quick Reference
Motivational Interviewing Training Tip:Signs of Disengagement
Signs of disengagement may include the client providing short or vague responses,
passively agreeing with your suggestions, a closed body posture, changing the
topic, interrupting you, or simply not saying anything.
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FO C U S I N G
Although a motivational interview should not proceed until a client has been
engaged, MI is much more than engaging a client and creating a safe environment for the client to discuss his or her concerns. MI, like many evidence-based
approaches to behavior change, is focused on helping clients make changes
that solve the problems or address the concerns that led them to seek services.
Providing MI involves focusing on what needs to changethe change target.
Thus, the MI-consistent provider guides the client to identify what he or she
wants to change and avoids prescribing or forcing a particular focus. Miller and
Rollnick (2013) suggest that focusing helps to identify the clients change agenda.
Table3.1 provides several examples of MI-consistent questions that can be used
to help clients focusing on change targets.
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Why MI-Consistent
What changes might you like to make? These questions can center clients on why
they are seeing you, and build rapport.
What is worrying you most about
?
What concerns you most about
changing your
?
What exactly happens when you try to Questions like this can help providers
?
better understand the clients concerns,
including potential barriers and resources.
What did you first notice about
?
Agenda Setting
Agenda setting is a good strategy for avoiding the premature focus trap.
MI-consistent agenda setting involves a brief discussion with a client during which
the client assumes as much decision-making freedom as possible. This helps the
provider and client determine what topics are important to discuss (Rollnick,
Miller, & Butler, 2008). Aclients willingness to listen to a providers ideas increases
when the provider listens and attempts to truly understand the clients view of
the situation rather than focusing solely on their own concerns (Mason & Butler,
2010). However, depending on professional discipline and the practice environment, providers may have information they must deliver or topics they must to discuss. For instance, through training dieticians, we learned that they often receive
orders from a physician to provide nutrition education, such as a heart-healthy diet
for a patient who recently had a heart attack. These trainees would ask us How can
we allow the client to help set the agenda when we have a specific task to complete?
Our response to this question was that although these requirements may influence
the nature of MI-consistent agenda setting, they do not preclude the possibility
of MI-consistent agenda setting. We encouraged the dieticians to use a guiding
style and look at agenda setting as a shared and collaborative process. As a good
guide, it is important for the dieticians to share the doctors concerns and recommendations and to invite the client to express his or her own concerns during the
agenda-setting process. Agenda setting can be used at various times throughout a
motivational interview when a provider wants to engage the client in active decision making about the direction the interview will take.
< 80mmHg
Men < 40
Diastolic Blood
Pressure
Waist
Circumference
(inches)
18.524.9
Varies
Varies
Weight
Height
Total Cholesterol
LDL (Bad)
Cholesterol
HDL (Good)
Cholesterol
Women < 35
< 120mmHg
Systolic Blood
Pressure
Healthy Range
4th Numbers
5th Numbers
6th Numbers
(continued)
7th Numbers
25g/day
~2 tsp/day
(5 tbs/week)
1,000 mg/day
2 to 3 cups
Diet:Fiber
Diet:Sugar
Diet:Calcium
Diet:Dairy
Med:Blood
Pressure
Med:Cholesterol
45 cups
Post-meal
Glucose:
< 180 mg/dL
Pre-meal Glucose:
70130 mg/dL
Diet:Fruits &
Vegetables
Blood Glucose
Healthy Range
4th Numbers
5th Numbers
Table 3.2.CONTINUED
6th Numbers
7th Numbers
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E VO K I N G
Traditionally, what has been described as MI can be seen in the process of evocation. After a focus for change has been identified, the MI-consistent provider elicits from clients their own reasons for wanting or needing to make the particular
50
changechange talk. It is this eliciting from clients that helps them identify
and appreciate their own motivations for changing. In essence, the individual is
talking him- or herself into changing. The expert MI provider will generally elicit
multiple motivations (remember DARN [preparatory]-CAT [mobilizing] change
talk from chapter2) for change prior to proceeding with planning. Expert MI
providers also generally seek to elicit change talk that focuses not only on the
history of the problem, circumstance, or behavior, but also on how change (or
lack thereof) might influence the present or future for a client (Moyers, Martin,
Manuel, Miller, & Ernst, 2010). Conversely, the MI-inconsistent provider will
lecture clients about why it is important or why clients need to change. This often
counterproductive effort may actually reduce motivation and increase discord,
particularly when clients are ambivalent (Miller & Rollnick, 2013).
It is important to note that the process of evoking will vary from session to
session depending on the motivators for change that are most salient to a particular client. Furthermore, in keeping with the spirit of collaboration described
in c hapter2, it is always essential that a provider use information and feedback
from the client to guide the flow of an MI session. Nonetheless, in our work
as providers and supervisors of MI, we have found a pattern that commonly
emerges during a well-done evocation process. Usually, it seems most natural
for providers and clients to focus first on negative consequences or problems
a client has encountered as a result of the problematic behavior or life circumstance about which change is being considered. In fact, often when a provider
asks: What brings you in today? the client will spontaneously respond with
one or more negative consequences that he or she has experienced related to the
change being considered. For example:My weight has gotten over 200 pounds
and none of my clothes fit any more, or I got my third DUI [driving under the
influence] and my attorney said that if Ididnt come to treatment Id probably do
some jail time. After the negative consequences or problems have been explored
and elaborated, a provider will often elicit anticipated outcomes of making the
change or not making the change. For example, the provider might ask, If you
are successful in losing 25 pounds, how do you think your life would be better?
or What concerns, if any, do you have about what could happen if you continue
to drink and drive?
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52
How important would you say it is for you to increase your safe sex practices?
On a scale from 1 to 10, where 1 is not at all important, and 10 is extremely
important, what would you say?
This type of questioning can also be used to assess how confident or certain
the client is in his or her ability to make a change.
Assessing confidence through scaling questions may be accomplished by asking:
On a scale from 1 to 10, where 1 is Im certain that Icould not, and 10 is Im
certain that Icould, how confident are you that you could engage in pleasurable activities?
Particularly near the end of an encounter, this type of question can also be
used to assess a clients commitment to change, as in the following example:
On a scale from 1 to 10, where 1 is not at all, and 10 is couldnt possibly
be more, how committed are you to your plan for walking 4days per week?
A key component of using the readiness rulers/scaling questions is questioning clients about why they rated themselves a particular number. When using
scaling questions, one very useful follow-up is to ask what makes the number
what it is and not a different number. This answer provides perspective on how
and why change is important for the client. Typically, it should be asked why
the clients selected score is higher than a lower number, because it elicits more
reasons for changing (e.g., What makes it an 8 and not a 5?). Aprovider might
also wish to ask the client what it would take to move him or her to a higher
number (e.g., What would it take to move you from a 5 to an 8?). When it
follows an importance ruler, this question creates an opportunity for the client
to consider potentially undesired consequences of not making a change (e.g.,
I guess if Ihad another heart attack Id have to get serious about exercise.).
When it follows a confidence ruler, this question often provides valuable information the provider and client can use in formulating a plan for change (e.g.,
I think if Iknew my family would support me, Id feel more confident about
quitting smoking.). Without these follow-up questions, a readiness ruler/scaling question may still provide valuable information about a clients level of
readiness for change, but represents an important missed opportunity to evoke
change talk.
Beware of Follow-up Questions that Evoke Sustain Talk
As with the MI-consistent evoking questions described earlier, we have found
that for many of those we train, the follow-up question that comes most naturally is most helpful for eliciting sustain talk or defensiveness. For example, if a
provider asks, On a scale from 1 to 10, how important is it for you to take your
medication daily? and the client responds 5, and the provider follows up with
Why are you at a 5 and not a 10? it is almost impossible for the client to answer
53
with anything other than sustain talk (e.g., I just cant make it a priority now
because I have too many other things going on.). A client may also perceive
an air of judgment in such a question (i.e., that the provider believes he or she
should find it more important) and thus responds defensively. Defensive answers
or answers that the client believes you want to hear also arise if rapport is poor.
Therefore, good rapport and a guiding communication style more accurately
assess a clients motivation for change.
Decisional Balance
The pros/cons decisional balance allows a provider and client to fully consider
change by think through positives and negatives of both changing and not changing (Ingersoll etal., 2002). This strategy is typically used when clients are ambivalent about making a change in their life. This strategy helps a provider guide
clients in making a decision about change. The decisional balance exercise can be
introduced with provision of information about the concepts of motivation and
ambivalence.
For example, a provider might say something along the linesof:
Because most of the things we choose to do have both positive and negative
aspects about them, we often experience ambivalence when we consider
changing. Ambivalence means you have mixed feelings about the same
matter, and those different feelings are conflicting with each other. You
want to do something and at the same time you dont want to do it. When
people are ambivalent, it is difficult to make decisions because it appears
that nothing they do will meetall of their desires. One way to work through
this is to look at both sides of the coin by examining both sides of our feelings at the time. Asample decisional balance worksheet is presented in
chapter7.
54
PL A N N I N G
Developing a specific plan for change and commitment to that plan are
important to guiding the client toward change. Consistent with the spirit
of MI, the planning process should focus on eliciting change ideas, options,
and solutions from clients versus prescribing or directing clients in how to
change. This is an important point. In our experience, those we train often
think that once the motivation for change is secured that they now have
permission to be directive and tell clients how to change. However, to
remain MI-consistent, a provider must continue to recognize that clients are
experts on their own lives and as such tend to have at least some, if not all, of
the solutions to their problems within themselves (Miller & Rollnick, 2013).
Thus, the focus at the planning stage should be drawing these solutions out
from clients and supplementing them with information the provider has
about what has helped others in similar situations, what options are available
to the client, or what the provider would recommend (only when necessary
or when requested by the client). By doing so, the provider not only helps the
client identify a solution that is the best fit for him or her, but also increases
the chances that the client will commit to the solution. Think about it for a
moment. Who knows you better than you know yourself? It is unlikely that
we could provide a better method for you to read this book than you could
develop on your own. We can make suggestions, but ultimately, you will read
this book in a way that is best for you. This same principle applies to changing. As professionals, we all have education and experience with methods for
changing a problem behavior. However, we do not know how these methods
may or may not work for each and every client, but the client knows what
will be more likely to work. We can facilitate a planning discussion through
skillful use of questions, reflections, providing information and options, and
summarizing.
Exchanging Information
Often during change planning, a client may ask or a provider may feel compelled to provide information about change options. What makes information
exchange MI-consistent or MI-inconsistent is the way in which the information
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56
57
MI-Consistent Question
Important Points to
Consider
It is important to be
specific and include
goals that are positive
(e.g., wanting to increase
exercise, eat more fruits
and veggies) and not just
negative goals (e.g., stop
eating fried foods).
We discussed several
reasons for changing
earlier such as [summarize
a few points]. For you,
what are some of the most
important reasons you
want to change?
Important to elicit/
remind the client of
the reasons the client
previous provided.
(continued)
Tabel 3.3.CONTINUED
Planning Goal
MI-Consistent Question
Important Points to
Consider
Information and
optionspresented in an
MI-consistent fashion
can help.
It is important to elicit
specific, concrete steps.
Sometimes it helps to
Remain positive and focus
think of the things that
on identifying how to
may get in the way of your sidestep this interference.
plan.
What could interfere
with this plan and how
can you stick to the plan?
It is important to identify
specific individuals and
how they can help.
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O N E R OA D M A P FO R T H E FO U R PR O C ES S ES
One application of MI that we have been involved with is HUB City Steps which
was an MI-enhanced nutrition and exercise intervention aimed at reducing
hypertension among African Americans. The project involved a three-month
intervention where individuals received in person feedback about their health
status and developed an individualized change plan (Zoellner etal., 2011; 2014).
Focusing
Evoking
Planning
Ask:What is the next step for you? or What do you think you will
do?
Reflect the response you are given
Ask:I know weve talked about this quite a bit already, but what
would you say are the main reasons you want to make this change?
Reflect the response you are given
Ask:What are the steps you plan to take in making this change?
Reflect the response you are given
Ask:What are the ways other people can help you make this change?
Reflect the response you are given
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T H E FO U R PR O C ES S ES O F M OT I VAT I O N A L
I N T ERV I E W I N G:A N A LC O H O L PR E V EN T I O N E X A M PL E
For more than 20years, the Brief Alcohol Screening and Intervention for College
Students (BASICS; Dimeff, Baer, Kivlahan, & Marlatt, 1999)has been used on
college campuses nationwide. The BASICS program is an alcohol prevention
program focused on high-risk students with slight yet detectable evidence of
alcohol abuse (e.g., evidence of heavy drinking episodesbinge drinking or
drinking-related consequences). With a solid grounding in MI, the BASICS
program involves a student meeting with a BASICS counselor for two sessions. Session one involves an assessment of alcohol use and related problems/
risk associated with use. The second session involves personalized feedback and
discussion about assessment results in a manner aimed at facilitating student
motivation to better protect them when drinking. Table3.6 provides an illustration of how the feedback session, as implemented at The University of Southern
Mississippi, follows the four processes of MI.
Engaging
Focusing
MI Process
Evoking
Planning
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Table 3.5.CONTINUED
MI Process
C H A P T ER S U M M A RY
Application to BASICS
Engaging
(continued)
Table 3.6.CONTINUED
MI Process
Application to BASICS
Focusing
Evoking
People have many different reasons for drinking alcohol. What are
some of the reasons you drink alcohol? How might that influence how
much you drink or when you decide to stop drinking?
[reflect]
Sometimes students decide to engage in strategies when they drink to
reduce the negative consequences they experience. How might that fit
or not with your goals for dinking?
[reflect]
On a scale of 0 (not important) to 10 (very important), where would
you place the importance of learning about new or additional ways to
protect yourself from negative consequences when drinking? [Client
responds saying5]. What makes it a 5 and not a 3.
[reflect]
What may be some of the drawbacks to using safe drinking strategies;
what may be some of the benefits?
[reflect]
Planning
MI Process
Application to BASICS
[reflect]
If youd like we can talk about some strategies you might consider
using when you drink to reduce the risk of negative consequences.
What are some things that come to your mind when we talk about
safe drinking?
[reflect] Here is a list that includes some behaviors that students at
this university and other college students use to protect themselves
when drinking. Some students use strategies to control their
consumption of alcohol such as avoiding shots or chugging alcohol,
or alternating an alcoholic and non-alcoholic drink. Other students
use strategies to reduce serious harm associated with drinking such
as using a designated driver or knowing what is in their drink. Based
on the drinking goals you mentioned before, which of these strategies
or others, if any, might you use to protect yourself when drinking yet
meet your goals?
[reflect]
Elicit to develop a plan
For you, knowing what is in your drink and using a designated
driver would be strategies you could use when drinking.
What might be your reasons for using those strategies?
[reflect]
In using these strategies, what do you hope will happen?
[reflect]
Who can help you use these strategies?
[reflect]
How will you know these strategies are working?
[reflect]
Before we close today Iwould like to summarize your plan of action
to become a safer drinker. For you, reducing the harm associated with
drinking is important because you are seeing increasing problems
when you drink. You expressed a willingness to become more aware
of what you are drinking and making sure to use a designated driver
who has not been drinking. These steps will help you to better manage
your drinking and to make sure you are safe. Your hope is that these
strategies will help you drink more responsibly and keep yourself out
of trouble and from doing things you later regret. You identified your
sorority sisters as people who can help you with this plan and that you
will inform them of your plan and goals. Is this something you are
willing to commit to doing?
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clients motivations for changing are useful for helping clients develop the motivation necessary to undertake difficult changes. Many providers we train are also
tempted to focus on providing suggestions and giving advice when developing
change plans with clients. This may result in a plan that the client cannot or will
not follow. Collaboratively developing a change plan in an MI-consistent fashion
increases the likelihood that a clients plan will be successful. Our discussion of
the processes is simply an overview and readers are encouraged to read Miller
and Rollnick (2013) for more detail on the four processes.
PART II
72
of changing and not changing. Additionally, clients may be less ready to change
when they were not involved in the planning. Thus, they may be very ready to
change, but less ready to implement someone elses plan. When clients are less
ready to change they can show us in different ways, including not attending sessions, not adhering to treatment, or expressing no need to change (e.g., that they
are attending simply to satisfy a mandate or referral). Fortunately, MI is helpful for working with individuals who are less ready to change. We provide some
MI strategies for addressing challenges often associated with clients who are less
ready to change.
C L I N I CA L C H A L L EN G E 1:N O - S H OWS
Description
A challenge encountered in almost any setting where MI might be applied to
facilitate change is clients who frequently reschedule appointments (often with
little notice) and clients who fail to show for scheduled appointments. There can
be a number of factors that cause clients to miss scheduled appointments (with
or without notice to the provider), such as problems with childcare, forgetfulness, or unexpected events. Whatever the cause, missed appointments undoubtedly reduce a providers ability to help a client make positive changes. Missed
appointments can also create systemic problems that reduce the quality of service providers can offer. For example, just like airlines and hotels, many medical clinics find it necessary to overbook schedules to compensate for anticipated
canceled sessions and no-shows. Who hasnt been to the physician on a day when
everybody scheduled actually shows up? Wait times are often an hour or longer,
those waiting to be seen grow increasingly impatient and frustrated, and providers and office staff may feel a need to rush and thus may not offer the same
level of care or service they normally would. For these reasons, no-shows are an
important clinical challenge to address.
When clients are queried about the reasons for missed appointments, they
will provide a range of reasons. For example, Defife, Conklin, Smith, and Pool
(2010) found psychotherapy clients reported reasons for their missed appointments ranging from symptoms, to practical concerns, to motivational issues, to
negative treatment effects. To providers, these reasons may range from the seemingly reasonable (e.g., the school called to say my son had a fever and Ihad to
pick him up) to the seemingly absurd (e.g., my sons tarantula got out of its cage
and Ihad to find it before Icould leave the house). Many times, particularly
with clients who repeatedly miss or reschedule appointments, a provider may be
left wondering whether the reasons provided are truthful, or whether the missed
sessions are an indication that the client is not committed to his or her work with
the provider. Possibly wondering, Does this client also miss his appointments at
the barber? Does he forget to pick his daughter up from school? Does he blow off
social engagements? Or does he only do this to me?
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have shared with you, Ican go ahead and refer you to a dietician now so you can
start working with someone on changing your diet, or Ican follow up with you
in 3months and we can revisit the issue then). Each of these strategies introduces some element of collaboration and support of autonomy, but on their own,
do not make the referral fully MI-consistent.
As outlined in chapter3, a provider and client will proceed through a series
of processes during a motivational interview:engaging, focusing, evoking, and
planning. Although the progression may not always be neatly stepwise and
linear, each process builds upon the prior processes in important ways. For
example, it would be difficult to collaboratively identify a focus for an interaction with a client who is not engaged in the interaction. As referrals occur
during the planning process of a motivational interview, making a referral that
is fully MI-consistent relies upon first engaging the client, collaboratively identifying a focus for the interaction, evoking the clients own motivations for
making a change, and then collaboratively developing a plan for change that
may include a referral.
The MI-consistent referral will be of little use to the provider who is on the
receiving end of a referral that was made in an MI-inconsistent fashion and
results in a client who never makes contact with the provider. Thus, we present
this not as a strategy for addressing no-shows in which the client never shows up
for the initial visit, but for reducing the likelihood that the clients to whom you
offer referrals will end up as future no-shows.
Example:MI-Consistent/Inconsistent Referrals
The following examples will illustrate MI-consistent and MI-inconsistent
referrals to a dietician for Mary, the client introduced in the earlier example.
Client Statement:I keep trying to lose weight, but Inever lose more than a
few pounds and Ialways gain it right back.
MI-Inconsistent: You need to meet with our dietician. She can help you
plan a diet you can stick to. Ill have the nurse call in the referral after this
appointment.
This is an MI-inconsistent referral because it is not collaborative. The provider tells the client what to do and makes the referral without having any
understanding of whether the client is interested in working on weight loss,
why she is interested, or the ways in which she prefers to approach weight
loss.
Somewhat MI-Consistent:Many of my patients find meeting with a dietician very helpful when they get stuck. Does a referral to our dietician seem
like something that would be helpful for you?
This referral is somewhat MI-consistent because the provider acknowledges
that although a dietician has been helpful for others, it may not be helpful
for this particular client. The provider also invites the client to express disagreement with the providers views on the benefits of the referral. It is not
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giving information is not a strategy that is central to the practice of MI, when
done in an objective and engaging fashion, it is MI-consistent (Lane & Rollnick,
2009). Two pieces of information that may be especially important in deterring
missed appointments are: (1) the purpose of the appointment, especially as it
relates to the clients goals; and (2)the providers appointment policy (e.g., cancellation policy, penalties for missed appointments, etc.). Clients who do not
understand what will happen at the appointment or who are uncertain of the
benefit they are likely to receive from the appointment may be less likely to make
attending the appointment a priority. This might be particularly true for clients
who are referred by other providers, coerced by the legal system, or strongly
encouraged by friends or family members to seek the services of a particular
provider. Clients who are not made aware of the appointment policy may not
understand the implications of missed appointments or the appropriate steps to
take when they need to miss an appointment.
Example:MI-Consistent/Inconsistent Giving Information
The following examples will illustrate MI-consistent and MI-inconsistent
strategies for giving information to clients who have missed appointments.
Provider Statement:I see its been 5months since our last appointment.
Client Statement:I couldnt make it to our last appointment, because my
foot was bothering me again, and then the next appointment Icould get was
a month later.
MI-Inconsistent:Yeah. Well, its a very full clinic, so you need to make coming in a priority. If you dont get your diet under control you run the risk of
losing your foot and Iknow you dont want that.
This statement gives the client some information about the appointment
policy and the purpose of the appointment, but the information is not presented in an objective fashion and thus is not MI-consistent. The provider
blames the client for the missed appointment (accusing her of not making it
a priority), and then confronts her about her dietary control (trying to scare
her into better attendance).
Somewhat MI-Consistent: That happens sometimes. This is a very a full
clinic.
This statement is somewhat MI-consistent. The provider offers information that is relevant to what the client has said and is objective. However,
the provider does not ask permission to offer information and thus misses
an opportunity to enhance collaboration and increase the clients sense
of autonomy. Perhaps more importantly, the provider does not empathically address the clients seeming sense of frustration with having to wait
a month for an appointment. Thus the providers response might seem dismissive to the client.
MI-Consistent:If its okay with you, Id like to take a moment to address that
concern with you. [Awaits affirmative response from client]. This is a pretty
77
full clinic, so often the next available appointment is a few weeks or even a
month after clients call. That can be a challenge because monthly appointments are considered very important for our clients who are diagnosed with
type 2 diabetes:dietary management of blood sugar helps reduce risk for diabetic complications like foot problems. What are your thoughts about this?
This response is MI-consistent, because the provider offers the information
in an objective fashion. The provider does not seek to chastise or blame the
client for missing the session or scare her into coming regularly by presenting a worst-case scenario. Instead, the provider presents information
that will help the client decide what level of priority she wishes to assign
regular attendance of appointments. Moreover, the provider tries to express
empathy with the clients underlying feelings about having difficulty getting an appointment by using words like concern and challenge. Finally,
the provider elicits the clients reactions to the information to enhance
collaboration.
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This provider response is MI-inconsistent because it is not a collaborative approach to planning. Instead of seeking the clients input about why
attendance is difficult and what the best approach to improving attendance
might be, the provider assumes the expert role and begins offering the client advice about how best to attend future appointments. This approach is
likely to elicit sustain talk and discord as the client is placed in a position
to defend not making her appointments or why a strategy might not work.
Somewhat MI-Consistent:Do you want to work together to develop some
strategies to help prevent that from happening to you again?
This statement is somewhat MI-consistent. The provider invites the client
to develop a plan to reduce no-shows in a collaborative fashion. However,
the provider uses a closed question, and thus invites only a brief response.
Additionally, the provider jumps to planning before reflecting or eliciting
anything from the client about her desire, ability, reasons, or need to attend
more follow-up visits.
MI-Consistent:It seems like it has been difficult for you to make it in for
appointments. Iwonder if before we talk about your diet, we could talk about
that. [Waits for affirmative response from client]. Given that you always
reschedule, Iget the sense that youd like to make it to more follow-ups. If its
okay with you, maybe we can work together to figure out how we can make
that happen.
This response is MI-consistent because the provider uses reflective listening
and asks permission to introduce the change plan. It is also MI-consistent
because the provider engages the client in a collaborative process of developing the change plan that begins with a reflection of the clients apparent
desire to change.
Although not required, planning will often be accompanied by preparation of a written change plan (Miller and Rollnick, 2002). The sample
form presented in Table 4.1 illustrates how a provider might develop a
written change plan that specifically addresses missed appointments.
Although many providers prefer not to use written change plans, feedback we have received from many clients over the years is that written
change plans serve as a valuable reminder of key concepts discussed with
a provider.
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strategy that may help reduce missed appointments, particularly for clients who
feel some level of external coercion to attend appointments.
Example:MI-Consistent/Inconsistent Emphasizing Autonomy
The following examples will illustrate MI-consistent and MI-inconsistent strategies for emphasizing autonomy with clients who have missed appointments.
Provider Statement:I see its been 5months since our last appointment.
Client Statement: I couldnt make it to our last appointment because my
foot was bothering me again, and then the next appointment Icould get was
a month later.
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Description
Many providers are attracted to MI as a way to help them better work with the
issue of non-adherence. Consistent with the MI literature, we are choosing to use
the term adherence versus compliance (Zweben & Zuckoff, 2002). You may
remember from chapter1 that MI has research support for facilitating treatment
engagement and adherence (Lundhal etal., 2010). Adherence generally refers to
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about changing or not, what their personal motivations for changing may be
versus what a referral source may want, and what potential solutions seem reasonable. Remember the U from RULE in c hapter2understanding the clients
motivations. It is the clients own motivations that are more likely to predict their
engagement in and adherence to treatment. Thus it is very important to elicit
these from clients, especially when trying to engage them into treatment.
Example:MI-Consistent/Inconsistent Evoking
The following examples will illustrate MI-consistent and MI-inconsistent
evoking for clients with non-adherence issues.
Client Statement:I think all Ineed is medicine for this problem. No offense but
Idont come here as often because Idont think talking about my sleep will help.
MI-Inconsistent:Do you really think that medication is the only thing that
will help you sleep?
This question is MI-inconsistent for two reasons. This question is a closed
question and unlikely to foster open discussion about the topic from the client. Additionally, the do you really part of the question is likely to engender discord as it can be perceived as judgmental and confrontational.
Somewhat MI-Inconsistent:Why dont you think therapy will be helpful?
This question is somewhat MI-consistent. It is an open question and thus
invites the client to share. However, the Why dont you... phrasing of the
question subtly implies that the client should think therapy will be helpful
and thus may elicit discord as the client feels a need to defend his position
to the provider. The phrasing of the question is also likely to evoke sustain
talk (reasons not to get this particular treatment) rather than evoking the
clients perspectives on what would be helpful.
MI-Consistent:You want to solve this sleep problem, and for you medication
seems like the best option. If it is okay with you Id like to hear your thoughts
about why you think your physician referred you to me.
This statement is MI-consistent for a few reasons. First, with the reflection,
the provider communicates listening to the client and an understanding
of the experience. Rather than jumping into education, the provider asks
an evocative question that invites the client to comment on his/her understanding as to why the physician made the referral. This approach helps the
provider avoid the righting reflex (e.g., behavior change can help with sleep
too) and fosters client engagement in the discussion.
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These provider utterances are MI-consistent for several reasons. First, the
provider begins with an affirmation by reframing the client showing up as
a positive given all of the things going on in her/his life. Next, the provider
focuses on the change versus the non-adherence behaviors. By using a scaling question to focus on the importance of the behavior, the provider gets
a better picture where the change fits in relation to other things in the clients life. Finally, the follow-up question is likely to guide the client to discuss why there is some importance to changing the behavior, which is more
likely to build motivation.
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may discuss various change options and elicit which, if any, may seem to be most
appealing to the client. Given that MI-consistent planning was discussed earlier
in this chapter (see missed appointments section), this discussion will focus on
discussing options as part of the planning process.
Example:MI-Consistent/Inconsistent Discussing Options
The following examples will illustrate MI-consistent and MI-inconsistent
discussion of options for clients with non-adherence issues.
Client Statement:I think all Ineed is medicine for this problem. No offense
but Idont come here as often because Idont think talking about my sleep
will help.
MI-Inconsistent:For many people, medication can help but only so far. The
combination of medication and cognitive behavioral therapy is generally
most effective for people with your symptoms!
While accurate, the statement is MI-inconsistent. The statement appears to
adopt an expert role commenting on the effectiveness of medication and
cognitive behavioral interventions for sleep. Similarly, the provider offers
information in a fashion that is not fully MI-consistent because he/she did
not ask permission or announce that he/she was going to provide information. The statement is challenging to the client, prematurely focuses on a
problem, and prescribes a solution. All of these aspects of the statement are
likely to elicit sustain talk from the client and engender discord between the
client and provider.
Somewhat MI-Consistent:I think we have several options here. You could
continue to see me regularly and see how it goes. You could try some, but not
all, of the strategies Irecommend. Or you could discontinue this treatment and
come back again later, if you change your mind. What sounds best to you?
This response is somewhat MI-consistent. The provider gives the client
options and invites the client to choose which seems best. However, the provider does not ask permission before offering the options and does not leave
open the possibility that the client may have different ideas about what the
best solution might be. Thus although the provider seeks to be somewhat
collaborative in discussing options and updating the change plan, the effort
is lukewarm.
MI-Consistent:For you medication seems like a viable option, and youre
not too sure whether also working with me to address sleep behaviors is going
to give you additional benefit. At the same time, your psychiatrist has asked
for you to see me which suggests she thinks working with me might be beneficial. If it is all right with you, Id like for us to discuss some other options
that Ihave seen clients in similar situations use to help with their sleep. Ialso
recognize, that these options may or may not fit for you, and you may have
some additional ideas.
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whether treatment termination is the best option for him, all things considered. This might leave the client with a sense that the provider really does
not care whether the clients sleep improves or not, and is only interested
in making sure that the treatment slot is filled with someone who comes
regularly.
MI-Consistent: You are only here because your psychiatrist referred you
here, but psychological treatments for sleep dont make a lot of sense to you.
Definitely any changes you decide to make or not make, including seeing me
for treatment, are up to you and Icant force you to do anything. At the same
time Iwonder about your thoughts as to why your psychiatrist thought that
this might be beneficial for you.
This is an MI-consistent response for several reasons. The provider avoids
taking sides by empathizing with the clients frustration about being
referred by the psychiatrist. Next, the provider emphasizes the clients personal control to choose to make or not make any changes. Finally, the provider invites the client to comment on what his/her ideas about why the
psychiatrist may have referred him for additional treatment. Astatement
like this encompasses the spirit of MI, communicates acceptance and collaboration, and uses evocation. This statement is more likely to engage the
client, reduce sustain talk and discord, and help the client to be more open
to later suggestions.
C L I N I CA L C H A L L EN G E 3:C L I EN T I N VO LV ED I N
T H E L EG A L SYST EM
Description
Client involvement with the legal system can lead to particularly difficult
client-provider interactions. Legal involvement comes in many different
forms, each of which can introduce unique clinical challenges. Clients who are
court-ordered, court-referred, or encouraged to seek services by an attorney
prior to their court date to make a favorable impression upon the judge may
enter treatment pre-contemplative about behavior change (Thombs & Osborn,
2013). That is, these clients may not perceive any reason to make changes, and
may believe that the only benefit they will get from meeting with a provider is to
improve their legal standing. Clients of this type are most often found in the probation/parole system, substance abuse treatment, domestic violence treatment,
and similar settings.
Example:After a substantiated allegation of child abuse, Jane was sentenced
to probation and referred to an intensive parent training and anger management program. Custody of Janes children has been temporarily granted to
her ex-husbands parents and she has been informed that her children will
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not be returned to her custody unless she successfully completes the 12-week
program and satisfies other conditions of her probation. Jane has also been
informed that she may face additional legal penalties if she does not complete the 12-week program. Jane believes that stern physical discipline is an
essential part of raising responsible, well-behaved children and resents her
touchy-feely, liberal neighbor, who she is certain called in a report to the
child welfare department. During her intake interview for the program, Jane
is very quiet and reserved, and seems focused primarily on finding out what
the program will report back to the court and probation department and
what exactly the program requires to make a favorable report about her.
Interactions with legally involved clients who present for treatment or services
that are not required or encouraged by the legal system may still present serious
clinical challenges. Clients who are involved in pending litigation or who perceive that future legal involvement is possible or likely (whether or not this is in
fact true), may feel compelled to present themselves in a particular light in order
to achieve legal goals, such as a favorable legal settlement, or avoid anticipated
negative consequences of honest disclosure, such as a harsher sentence or loss of
custody of achild.
Example: Bob is in the midst of what could best be described as a messy
divorce and is seeking counseling to help him cope with the stress and address
symptoms of anxiety and depression that have emerged since he and his wife
separated. Bob would also like to use therapy as an opportunity to work on his
difficulty controlling his temper, as he believes that has contributed to problems in his marriage. Bob is reluctant to disclose this problem to the therapist,
however, because he is concerned that his therapy record will be subpoenaed
during the divorce proceedings. Bob is afraid that admitting he has an anger
problem may negatively impact him in the divorce proceedings.
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At the outset of an interaction with clients who have legal involvement of any
sort (or who may perceive legal involvement), it is important to provide clear,
unambiguous information about the providers role, if any, in the legal system.
As described further in c hapter3, to be MI-consistent, it is also important that
any information given to the client is delivered in an objective manner. Although
not technically required (Moyers, Martin, Manuel, & Ernst, 2010), it is more
MI-consistent and generally beneficial if providers ask permission before giving information. In the case of probation, parole, or similar contexts, providers should fully disclose the dual roles they have with clients. In one role the
provider represents the criminal justice system, reporting the clients progress
on meeting the conditions of his or her probation or parole, including violations. In the other role, the provider acts as an advocate for the client and tries to
help him or her achieve important goals (Walters, Clark, Gingerich, & Meltzer,
2007). As Walters and colleagues suggest, this dual relationship may decrease
the willingness of some clients to disclose certain information for fear of sanctions. However, the willingness of the provider to proactively provide full information about the dual relationship is highly consistent with the foundational
spirit of MI, which emphasizes collaboration and support of client autonomy
(see c hapter2). Moreover, in our experience, provision of such information may
reduce client willingness to disclose select details about their past or current
behavior, but it is likely to enhance client disclosures overall by fostering the clients ability to trust the provider.
In the case of a provider outside the legal system, who is simply providing a
service that may be of interest to the legal system (i.e., a community-based alcohol treatment provider working with an individual convicted of driving under
the influence of alcohol or another substance [DUI] who was diverted to treatment), the client should be made aware that the provider is not part of the legal
system. The provider should also make the client aware of whether the legal system is likely to require a release of information and what types of information
(e.g., attendance, completion, progress, diagnoses, etc.) in order to consider the
clients treatment involvement in determining the clients legal disposition. The
ethical imperative for disclosure of a lack of relationship between the provider
and the legal system is not always as clear cut as the imperative for disclosure
of the presence of such relationships. However, provision of information about
the absence of a connection between the provider and the legal system may help
reduce discord or increase client candor in situations where the client might
believe such a relationship exists.
Example:MI-Consistent/Inconsistent Giving Information
The following examples will illustrate MI-consistent and MI-inconsistent
strategies for giving information to clients who have legal involvement.
Client Statement:I havent smoked marijuana in over a month. Idont know
how the drug screen came out positive.
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status, he or she generally retains the autonomy to share or not share his/her
thoughts and feelings with a provider, to discount or take seriously a providers
ideas or suggestions.
Nonetheless, loss of autonomy or concern about loss of autonomy can make
it difficult for clients to actively engage in the change process. Clients may view
themselves as completely powerless and assume a passive role in encounters with
providers. Although this might make clients easier to manage and thus be viewed
as desirable in certain settings, it may ultimately undermine efforts to promote
positive changes in the clients lives (Bandura, 2004). Clients who do not collaboratively participate in the change process may have insufficient motivation
to carry out change, or may seek to make changes that are not a good fit for their
unique experiences, strengths, and preferences. For example, a client who is a
passive participant in discussions of employment may be assigned to employment that is of little interest to the client and does not make maximum use of
his or her unique skills and experience. Loss of autonomy or concern about loss
of autonomy in one area of a clients life may also give rise to unsuccessful and
counterproductive efforts by the client to assert their autonomy in other areas of
their life (Ryan & Deci, 2000). For example, a client who feels powerless because
of his or her involvement with the legal system may react negatively to other
aspects of life that are less defined or constrained.
Thus, it may be very important for providers who wish to help clients
with legal involvement make positive changes in their lives to be aware of
the impact of a clients loss of autonomy and make attempts to restore a clients sense of autonomy. Although emphasizing a clients personal autonomy
is an MI-consistent strategy that may be applied during any MI encounter, it
is perhaps most powerful with clients who have legal involvement. Using the
MI-consistent strategy of emphasizing autonomy involves (as you might guess)
supporting a clients autonomy by emphasizing those aspects of a clients life
that are within a clients control and actively working to help the client exercise
that control.
Example:MI-Consistent/Inconsistent Emphasizing Autonomy
The following examples will illustrate MI-consistent and MI-inconsistent
strategies for emphasizing autonomy for clients who have legal involvement.
Client Statement:I miss one check-in and you are talking about revoking my
probation and sending me back to prison?
MI-Inconsistent: You made a bad choice, and now youre going to have
consequences.
Although this statement seems superficially like a support of the clients
autonomy because it mentions choice, it is MI-inconsistent. The provider
labels the clients choice as bad and actually mentions choice as a way of
de-emphasizing the clients autonomy by linking it to consequences the client does not desire and cannot control at this point.
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Somewhat MI-Consistent:If Icould have made sure that you attended the
check-in, Iwould have. But Idont have that power. You are the one who has
that power.
This statement is somewhat MI-consistent. The provider emphasizes the clients autonomy by clearly stating that the client is the one who has the power
to decide whether to attend check-in meetings. The provider also expresses
compassion by stating, If I could have made sure that you attended the
check-in, I would have. However, by focusing primarily on what has
already happened the provider is less likely to move the client toward positive change from that point forward. Moreover, given that the client did not
like the consequences of the missed check-in, this emphasis of autonomy
could be interpreted by the client as an attempt to blame the client for missing the appointment.
MI-Consistent:The conditions of your probation are set by the court, so my
hands are tied as far as what the consequences will be. Iknow this is disappointing for you because youd been doing well for so long. As you know from
experience, your behavior from this point forward can have a big influence
on what happens next, so now it is really in your hands to decide whether its
worth it to do things that will incline the court to be lenient or not.
This response is MI-consistent because the provider emphasizes the autonomy the client does have to try to do things that will impress the court and
may result in leniency. The provider also offers information about consequences in an objective fashion and reflects the clients inferred emotional
reaction to the possibility of being sent back to prison, which demonstrates
empathy.
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Consistent with prior terminology used to describe discord (Miller & Rollnick,
2002), Stasiewicz and colleagues (2006) termed the strategy they developed to
address this type of discord initiating rolling with resistance. As the name
implies, what this strategy entails is proactively creating an opportunity for clients to express their anger, resentment, etc. early on in their contact with the
provider. This allows the client and provider to work through it and more quickly
focus on whether and what changes the client would like to make. In their work
with DWI (driving while intoxicated) offenders, Stasiewicz and colleagues
described initiating a session by empathically offering as possible topics for discussion several of the most common discordant statements they encountered
when working with DWI clients. Items on this list might include the substantial
monetary costs associated with a DWI conviction (e.g., attorney fees, treatment
costs, impound fees, lost wages) or a belief that the legal system is harsh on DWI
offenders relative to other impaired drivers (e.g., those who text and drive). Not
only does this strategy create an opportunity for clients to get their negative feelings off their chest early in the interaction, it is also a way to express empathy; it
gives clients a sense that the provider has some understanding of the experience
of receiving a DWI.
The decision to use this strategy should be based upon a providers experience
in a particular context as well as indications from the client that discord is present (e.g., a feeling of tension in the room; a hostile voice tone or sarcastic comments from the client; quiet, passive responding). Providers who work in settings
where clients almost invariably express anger, frustration, resentment, or similar
reactions in their early interactions with providers might find it very useful to
develop a list of the most commonly voiced concerns and initiate discord at the
outset of initial encounters. This may include settings where legal involvement
is not the source of discord. For example, providers in clinics or agencies with
long wait times, older facilities, crowded waiting rooms, inconvenient hours, or
other factors likely to arouse feelings of frustration or resentment in many clients
might find this as a useful strategy.
Example:MI-Consistent/Inconsistent Initiating Discord
The following examples will illustrate MI-consistent and MI-inconsistent
strategies for initiating discord:
Client Statement:Well Im here. Whats next?
MI-Inconsistent: Listen, you and I are going to be working together for
the next 12 weeks, and this is going to go a lot more smoothly if you lose the
attitude.
This statement is likely to increase discord between the client and provider in a very MI-inconsistent fashion. Rather than proactively creating
an empathic, supportive opportunity for the client to discuss negative
thoughts and feelings he or she might have about working with the provider, the provider seeks to proactively shut this discussion down by labeling the clients thoughts and feelings as a bad attitude and issuing what
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might be interpreted as a veiled threat about what might happen if the client
expresses negative thoughts or feelings. This is an example of not resisting
the righting reflex (see c hapter2).
Somewhat MI-Consistent:Well, during todays visit we are going to review
the circumstances of your DWI arrest and discuss the goals of this program.
Does that sound okay to you?
This statement is somewhat MI-consistent. This statement is somewhat collaborative in that in response to the clients question, Whats next? the
provider presents the session plan and then offers the client an opportunity to either agree or disagree with the plan. However, the provider is not
emphatically attuned to the clients obvious sense of frustration and does
not create an opportunity for the client to express that frustration openly.
Instead the provider seeks to move ahead with the session as planned in
spite of the clients obvious reluctance.
MI-Consistent: There a few things we need to get done today, but before
we dive into that, Id like to check in with you. A lot of times people who
are referred to this treatment have a lot on their minds. Some are pretty
upset about what seems like bias in the legal system against them, others
feel betrayed by a friend or neighbor who called the police, others think the
amount of time at work they lose and the fees they have to spend to attend this
group are a little ridiculous, and still others feel very anxious about what this
means and what will happen to them because theyve never been in trouble
before. What, if any, of these thoughts or concerns do you have?
This response is MI-consistent, because the provider does resist the righting reflex and instead empathically notes from the clients words and tone
that she may not be pleased with meeting with the provider. Then, in a supportive, empathic fashion, the provider offers information (a list of potential
sources of discord) and an open question that invites the client to express
his feelings or concerns.
C H A P T ER S U M M A RY
No-shows and non-adherence are perhaps among the most ubiquitous clinical
challenges faced by providers across disciplines and settings. There are a broad
range of MI-consistent strategies that may help providers reduce no-shows and
non-adherence by helping clients increase their readiness to change. Clients who
are involved with the legal system or otherwise coerced into a helping relationship are also often less ready to change, and MI-consistent strategies can be valuable in that context as well. Effectively working with clients who are less ready to
change can be facilitated by viewing readiness to change as a process of different
stages (e.g., He hasnt decided for sure whether hes ready to change) through
which a client may progress, rather than a static characteristic of a particular
Suggested MI Strategies
No-Shows:
Frequently
rescheduling
appointments
(sometimes at
the last minute)
or not attending
regularly scheduled
appointments.
Non-adherence:
Arriving to
appointments late,
no-showing, or
not following a
treatment plan.
Legal involvements:
Seeking services
because of a court
mandate, referral,
or suggestion from
an attorney.
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client (e.g., Hes just stubborn). Doing so can enhance your understanding of
client change (or lack thereof) and help you tailor your interventions or the delivery of your interventions to the clients level of readiness. The important thing
to recognize is that clients are less ready for a variety of reasons, and utilizing
some of the MI-consistent strategies outlined in this chapter can help you meet
clients where they are in their change process and help them to become more
ready to change. Table4.2 summarizes the clinical challenges and suggested MI
strategies.
Loss of Momentum
People changing often encounter faster and slower progress toward the change
goals, increases and decreases in momentum, setbacks, brief returns to problem behaviors, and even complete return to problem behavior. As outlined more
fully in our discussion of Prochaska and Diclementes (1983) stages of change
in c hapters 2 and 4, clients cycle through these stages of readiness to change.
Thus, simply because an individual enters an action or even a maintenance stage
does not ensure they will not return to a previous stage of readiness to change.
Although not a specific stage in the readiness to change model, recycling and
relapse often accompany any discussion of the model (Connors, DiClemente,
Velasquez, & Donovan, 2013).
Quick Reference
Relapse
Relapse and recycling:Apart of change in which clients may return to previous
stages of change (e.g., contemplation) and also reengage in problem behaviors.
Diverse reasons exist for waxes and wanes in client progress. These reasons
can range from changes in importance and confidence, to external barriers
like decreases in family support, to entering the change process with unrealistic expectations. Some of these reasons are more manageable for clients and
some are less controllable. Whether controllable or not, it is important to recognize shifts in momentum toward a change goal and to further recognize that
although a client has been actively changing, loss of momentum is a signal that
something has changed that requires parallel change from the MI-consistent
provider. Generally this change will be a shift from a more directive approach to
an MI-consistent guiding style. By viewing shifts in momentum as an opportunity to re-engage or recycle through the readiness to change process and adopting an MI-consistent style, a provider can help clients regain the momentum
toward change. In fact, the ability to integrate an MI-consistent style when clients lose momentum during the active change process seems to be one of the
important benefits of this approach.
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C L I N I CA L C H A L L EN G E 1:S LOW PR O G R ES S
Description
Individuals we have trained frequently express concern about clients who appear
to be motivated to change and yet progress slowly in their change efforts. This
experience can certainly be confusing and leave providers wondering exactly
why their clients are not progressing faster given their expressed desire or need
and perhaps even intention to change. You may remember from chapter2 that
change talk, in particular statements about intention, has been identified as a predictor of positive change outcomes (Amrhein, Miller, Yahne, Palmer, & Fulcher,
2003). In our experience, providers (including us at times) tend to assume that
after clients have expressed an intention to change, we have permission to adopt
an active expert role and advise clients what they need to do to change. This is
why clients come to see us, right? This assumption often leads us to develop a
plan of action or intervention for the client and then present it to the client. In
doing this; however, we fail to honor our clients autonomy and elicit their expertise to help us determine the best plan of action. We then experience concern,
frustration, and even disillusionment with our clients slow progress as we place
all of the responsibility for their progress, or lack thereof, on them.
An example from our experience might help illustrate this point. I(MM) regularly supervise advanced doctoral students providing psychological services.
Many times Ihave observed students meeting with clients for two sessions to
understand the clients concerns and treatment goals. After the second session
these students sit in the clinic work space and write a treatment plan to present
to the client at the third session. Several sessions later, Ive had these students
approach me with frustration that the client is not making progress on the treatment plan. Itend to respond in these situations with a simple question, How
much of the plan is theirs and how much of it is yours? The point in this story
and in my questioning of my supervisees is to emphasize that, from an MI perspective, we need to be collaborative and evocative in developing a change plan.
Conceptualizing slow progress as evidence of a need to reassess motivation and
reevaluate the change plan may help a provider to adopt a more MI-consistent
style in these situations. Miller and Rollnick (2013) and others (e.g., Westra,
2012)remind us of the need to pay attention to shifts in motivation and even the
reemergence of ambivalence as clients progress through treatment. There can be
various reasons why progress is slow or slows down ranging from development
of the wrong plan, to unexpected difficulties with various aspects of the change
plan, to life events and barriers that may take precedence over changing.
Example:Joel is a 40-year-old man who is seeking career counseling due to
recently being laid off from his job. He worked as an accountant for a local
bank and is a certified public accountant. In meeting with his career counselor he was given a list of jobs for which the counselor deemed he was qualified and told to apply for each job and return in a week. Upon returning Joel
Loss of Momentum
101
informed the counselor that he applied for only one of the jobs as the others
didnt seem to meet his needs or interests in a career. At this information
the career counselor asked Joel if he wanted a job. Joel responded to this
question with a vehement declaration, Its my top priority! The counselor
responded by adding three more jobs to the list that she thought were appropriate and sent Joel on his way to return in 2 weeks. Upon returning Joel
reported applying for one of the new jobs but no others stating that they
didnt seem to meet his needs and interests. Hearing this information his
counselor became visibly frustrated and again asked if Joel wanted a job.
Joels experience is a common one when there is a schism between the plan
outlined or determined by the provider and the clients goals, needs, or preferences. One way of looking at Joels situation is that he really doesnt want a job
and is just going through the motionsperhaps for some secondary gain. Or
perhaps finding a job isnt as urgent for him as the provider thinks it is. We have
noted this perspective when medical professionals we train share their frustrations about lack of client change. They often say something like if they knew
how important or urgent it is to their health for them to lose weight they would
get on it ASAP. Although believing that change is important certainly facilitates change, it is not the only factor that should be considered when trying to
understand slow progress. An MI-consistent way to think about this situation is
that the change plan may not have captured the best strategies for changing or
something has occurred that may have led the client to be more apprehensive
about a particular change strategy. Thus, when experiencing slow progress, a
more MI-consistent approach would include evoking information from the client about the factors that may be slowing down progress.
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MI-Inconsistent: Securing a job is important for you and yet you only
applied for one job. Dont you think it would be important to apply for all of
the jobs Igave you?
Even though the provider begins with a reflection the response is
MI-inconsistent. The reflection has a somewhat judgmental tone, primarily because of the word only. By using only the provider is communicating that the client should have applied for more than one job. Additionally,
the question is a closed question and a rhetorical question that is likely to
engender discord versus facilitating discussion.
Somewhat MI-Consistent:I hear that finding a job is really important to
you. At the same time, you applied for one of the five jobs on the list. What
was wrong with the other jobs?
This statement is somewhat MI-consistent. The provider offers a reflection
that expresses appreciation for the ambivalence the client is experiencing.
However, rather than stepping back to learn more about the client, the provider remains focused on the jobs that were provided to learn why they
didnt work for the client. This approach could invite discord or sustain talk
versus better understanding of the clients motivations.
MI-Consistent:I hear that finding a job is really important to you. At the same
time, you applied for one of the five jobs on the list. Perhaps Igot a bit ahead of us
with the list Igave you and didnt spend enough time talking to you about your
goals and expectations. If its okay with you, Id like to learn a bit about what
worked for you and what didnt with the plan we developed for you to find a job.
This statement is MI-consistent for several reasons. The provider begins
with a double-sided reflection that highlights the clients desired goal and
compares that with the progress. There is no judgment in the reflection;
the provider simply highlights what the client has said. The provider then
admits to possibly taking an expert role and jumping ahead of the client
in the plan. This allows for the provider to then transition back to eliciting
from the client his perception of how well or not the plan unfolded. Through
this the provider communicates collaboration and wanting to understand
the clients evaluation of the implementation of the plan.
Loss of Momentum
103
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Loss of Momentum
105
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they do not want to do. This fact also applies to the speed at which someone
progresses on her or his change plan. Thus, it is important for us to remember, in
remaining MI-consistent, that clients are in control of their change and the pace
at which they change. In other words, we need to recognize that it is the clients
change timetable and not ours. Ultimately, it is up to our clients how fast or slow
they change. Thus, we need to be mindful of the importance of client autonomy
and personal control when client progress is slow to keep us from pressuring
clients. It is also something of which clients should be reminded in the face of
slow progress.
Example:MI-Consistent/Inconsistent Emphasizing Personal Control
The following examples will illustrate MI-consistent and MI-inconsistent
emphasizing personal control for slow-progressing clients.
Client Statement:I applied for one of the five jobs you provided me last week.
Getting a job is really important to me.
MI-Inconsistent:It is your choice how many jobs you apply for but we need
to get you a job.
The attempt to emphasize personal control was thwarted by the end of the
providers statementbut we need to get you a job. This minimizes the
clients personal control and choice in the situation by expressing something that has to happen. Further, by adding the message you need to get
a job, the provider is increasing the chances the client will engage in conversation about why it is hard to get a job or when the jobs or strategies suggested will not work. In other words, this statement is likely to elicit sustain
talk and possibly discord.
Somewhat MI-Consistent: Finding a job is really important to you. Only
you can make this happen.
The provider begins with a reflection highlighting the importance of getting a job to the client and emphasizes personal control. However, the providers attempt to emphasize personal control could elicit sustain talk or
discord as there is a hint of judgment in the statement.
MI-Consistent:You are here because you want to find a job and indicated
that is really important to you. Nobody knows you and what jobs fit you better than you do. And nobody other than you can decide how many jobs you
apply for.
The provider begins the statement by reflecting the clients statement about
the importance of finding a job. Further, the provider makes a statement
that emphasizes that the client is the expert on himself and that he is in
control of his life. This includes the provider also suggesting that the pace of
finding a job is completely within the clients control and not the providers.
The provider avoids including his perspective on how many jobs the client
should apply for or how fast he should seek opportunities.
Loss of Momentum
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C L I N I CA L C H A L L EN G E 2:L A PS ES A N D R EL A PS ES
Description
It is common for clients who are changing to experience a slip or lapse, an initial setback during which they return to a previous behavior that is counter to
their change effort (Marlatt & Witkiewitz, 2005). Once they experience this
setback, many clients experience a relapse or a total return to the problematic
patterns they were trying to change (Connors etal., 2013). Think for a moment
about New Years resolutions. At the start of every year, countless people flock
to fitness centers with the goal of increasing their physical activity and becoming healthier. For some this goal is actualized; however, for many others work
toward their goals tends to wane after weeks or months only to be revisited again
with the next New Years resolution. Thus, setbacks, lapses, and relapses are
common occurrences when changing. Regardless of this fact, we as providers
often become discouraged when a client lapses or relapses. As a result, we often
respond in a fashion that is MI-inconsistent, especially in some contexts where
relapse is very common. Miller, Forcehimes, and Zweben (2011) comment how
it seems strange that many treatment programs and providers respond to lapses
and relapses in a punitive fashion when setbacks are so common when changing.
Their point is a good one:if we conceptualize slips and relapses as part of the
change process, why not respond in a supportive fashion that aims to reengage
the client in the change process? We certainly do not respond in a punitive fashion when someones cancer reoccurs.
Example: Elaina is a 35-year-old woman who is married and has three
children. She gained 75 pounds when she was pregnant with her third child
3years ago. Then she learned that she had hypertension and her physician
recommended she lose weight and change her lifestyle. About a year ago she
began to work with a dietician, a personal trainer, and a behavioral specialist to develop a healthier lifestyle. For 7months Elaina has been successful
in increasing her physical activity and modifying her diet, which led to a
25-pound weight loss. However, she recently stopped exercising and returned
to old eating patterns during the holiday season. She also began to avoid her
counseling sessions with her team. When she finally talked with her behavior
specialist, she indicated she felt terrible about her relapse and that her team
would be mad at her.
Elainas experience is not uncommon when people are attempting lasting
change. One explanation for what might have happened is the abstinence
violation effect, in which clients who have made change think they fell off
the wagon by reengaging in a problem behavior (Gaughf & Madson, 2008).
Adopting a punitive stance as a provider can reinforce the abstinence violation effect and lead a client to disengage from the provider or even from
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considering reengaging in change. However, remembering the stages of readiness to change and maintaining an MI-consistent focus can certainly help
providers react and respond to these types of setbacks in clients and reengage
them in the change process. Here are some strategies for working with clients
who reengage in problem behaviors.
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Somewhat MI-Consistent:You ran into some difficulties with your plan over
the holidays that you see as a setback. You may remember from past experiences that the holidays can be a particularly difficult timewe call them
high-risk situations. At these times ones health plan is particularly important. How does that information match up with your experiences?
This statement is somewhat MI-consistent. The provider begins with a
reflection that communicates empathy and understanding of the client.
The provider checks in with the client again after providing information.
However, the provider does not elicit from the client prior to providing information and decides what information to provide without first
checking what the client already knows from her experience with previous change efforts. There is a potential that the client may respond with
sustain talk.
MI-Consistent:You ran into some difficulties with your plan over the holidays that you see as a setback. From your past experiences trying to make
changes, what do you know about difficulties changing? [Waits for client response]. If Imight share with you, the holidays can be a particularly
high-risk time for folks trying to change their eating and exercise behaviors
for a variety of reasons, ranging from stress to tempting foods to being very
busy. How does that information match up with your experiences?
This statement is MI-consistent for several reasons. First, the statement
begins by reflecting the clients conceptualization of the problem, which
validates her experience. There is also no judgmental tone and the reflection
is simply reiterating the facts as perceived by the client. Next, the provider
offers some information about how the holiday season can be difficult for
a lot of people and provides some potential reasons why this is the case.
Finally, rather than telling the client what she needs to do, the provider elicits the clients interpretation of the information. This approach can reduce
the emotionality of the situation, communicate a matter-of-fact mind-set
and facilitate a focus on where to go from here.
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They are matter of fact with no judgment and simply restate what the client has experienced with an added emotion. Next, the statements focus on
assessing the clients perspective of how important change is and how confident she feels in resuming change. There is no assumption that the client is
ready or confident in resuming change. By using a scaling question to focus
on the importance of the behavior the provider gets a better sense of where
the client is at in resuming her change or not. Finally, the follow-up question is likely to guide the client to provide change talk by discussing why
resuming change is important and how she can become more confident.
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take a moment to look back to when you were following your exercise and
eating plan to see if it gives us any clues about how you might best be able to
get back on track now should you want to.
This provider statement has several aspects that make it MI-consistent. The
provider reflects the clients feelings about the relapse. In this reflection
the provider uses the clients own words and avoids labeling the behavior.
The provider uses looking back in an MI-consistent way by looking back
to when the client was not experiencing the problem to compare it to her
current state.
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Somewhat MI-Consistent:You are concerned about resuming some behaviors you are trying to change. What are some of the pros and cons to resuming
those behaviors?
This response is a somewhat MI-consistent attempt at a decisional balance.
The provider begins with a reflection that expresses understanding and
empathy. However, in exploring the decisional balance the provider only
elicits the pros and cons of resuming problem behaviors and ignores the
pros/cons of resuming change. This approach may guide the client to only
discuss the problem behaviors and avoid addressing change.
MI-Consistent:You had a brief period of time where you resumed some of
the behaviors you were changing. That concerned you. What might be some
of the benefits and drawbacks of staying the way you are now? What might be
some of the good things and not-so-good things about resuming your change
efforts?
This response is MI-consistent for several reasons. The statement begins
with a restatement of what the client said. The statement also added that
the client was concerned about the situation, which emphasized the unspoken emotion in the clients statement. The provider then facilitates the decisional balance by first asking about the client staying the way she currently
is in her change effort. Next, the provider asks the client about resuming
her change efforts. At no time does the provider advocate for one side or the
other (i.e., changing or staying the same), which is an important feature of
a decisional balance.
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or choice. As we mentioned earlier, conceptualizing a return to problem behaviors as a natural part of the change process can help you and clients reframe the
setbacks in a way that can help you better understand the setbacks and problem
solve what to do next.
Example:MI-Consistent/Inconsistent Reframing
The following examples will illustrate MI-consistent and MI-inconsistent
reframing for clients who experienced a relapse.
Client Statement:I dont know what happened. Before Iknew it 2months
went by and Ihadnt exercised. Then Ijust ate all the holiday goodies, ignoring my diet plan.
MI-Inconsistent:You had a relapse. That is a normal part of changing.
This statement represents an attempt at reframing because the provider
indicates the relapse is part of changing. However, it is MI-inconsistent
because the provider uses the term relapse, which is a label, thus falling
into the labeling trap. Using a label such as relapse could evoke discord
from in the client. Additionally, the provider takes on an expert role in
that the provider assumes he or she has a full understanding of why the
client is having problems without seeking to evoke additional information about how or why the client got off track.
Somewhat MI-Consistent:In my experience setbacks are a natural part of
changing, and Ithink it is great that you came in today as it shows me how
committed you are to making a lasting change. Iam proud of you for that.
This response is supportive and a reframe of the relapse and may appear
MI-consistent. However, it is only somewhat MI-consistent for several
reasons. First, the provider falls into an expert trap by offering information without emphasizing the clients personal control or announcing or
inviting the sharing of information. Additionally, the provider violates
the rules for affirmations by using I and communicating a message that
you have pleased me.
MI-Consistent:Thank you for coming today. You recently chose to step away
from your change plan and became discouraged in light of 7months of success. It seems to me that your situation provides us a good learning opportunity. What are your thoughts about that?
This statement is MI-consistent for several reasons. First, the statement
begins with an affirmation by reframing the client showing up as a positive
given the relapse. Next, the provider avoids labeling and emphasizes that
the client made a choice which highlights personal control. Finally, by suggesting that the provider and client have a learning opportunity reframes
the relapse as a part of the change process from which they can learn.
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C L I N I CA L C H A L L EN G E 3:OV ER LY A M B I T I O U S
E X PECTAT I O N S
Description
A type of challenge that can influence momentum and can be uniquely demanding is the client with overly ambitious expectations. Clients may have expectations that changing will require little effort or that there is a magic cure or
technique that they can use to change. When watching television, you can see
advertisements for a variety of quick-change tools ranging from clothing that
melts away fat to energy-increasing or weight-reduction pills to exercise equipment that require minimal actual physical activity to get back that high school
body. For these reasons, as well as many others, many people are seeking change
initiatives that require little effort to change. Thus it is not surprising that we are
often asked, What do Ido with a client whose goals are unrealistic or unattainable in our work together?
The client with overly ambitious expectations poses an interesting dilemma for
many providers. Providers may feel a strong urge to educate that client and provide suggestions for more realistic goals based on their knowledge, experience,
and understanding of the research related to changing a particular problem. For
many clinical approaches this would be perfectly appropriate. We remember our
clinical training and the rules for developing change goals, especially the rule for
keeping goals realistic and manageable to foster success. However, adopting this
expert role is inconsistent with MI. In fact, informing clients that their goals are
unrealistic or less likely to be obtained and prescribing alternate goals may actually reduce client motivation rather than helping them to develop more attainable change goals. Thus, the dilemma is how to be MI-consistent and to help
clients manage their expectations for change, especially when they are overly
ambitious and unrealistic.
Example:Brandy is a married woman who initiates individual therapy with
concerns about her marriage and lack of communication with her husband.
She has been married for 10years and reports that her relationship with her
husband has become increasingly worse since the couple had three children.
Specifically, Brandy reported that when she tries to initiate conversation with
her husband he becomes nonresponsive and withdraws from her even further. She has read several relationship books and has not found the perfect
solution. Therefore, she has entered therapy to learn the best way to get her
husband to engage with her. She wants the therapist to provide her with the
method to solve her relationship problem.
As psychologists, we often encounter clients who have certain expectations
about what we can offer to help them change. These expectations often relate
to what we [the provider] are going to do to change them. We can certainly
appreciate where this expectation comes from as many medical interventions,
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especially those for acute illnesses, rely primarily on a health care worker doing
something to fix a problem. However, this model is generally not applicable to
prevention and management of chronic illness and other more complex problems. The best solution to these types of problems is rarely achieved by a provider
just doing something to the client. Instead, the solutions requires clients to do
something to change.
Example:Earl is a single father whose son Craig, age 10, was diagnosed with
asthma 3years ago. They are seeking counseling at the referral of Craigs physician as he is not managing his asthma very well and has been admitted to
the hospital three times in the past 6months for asthma-related problems.
Earl reports that Craig is not adhering to medical recommendations for managing his asthma and he is at a loss for what to do with Craig. Earl reports
that he works 10 to 12 hours per day and that he is not available to help Craig
keep track of his medications or monitor all of his behavior. Earl figured he
would bring Craig for counseling as that would help straighten him out and
get him to follow medical directions.
Finally, based on our societys focus on the quick fix clients may have unrealistic expectations about outcomes associated with their change and how quickly
positive change will occur. They may think that by losing weight their relationships will improve or that simply attending nutrition counseling will cure their
diabetes.
Example:Steve is diagnosed with obesity, hypertension, and diabetes. He has
had difficulties managing his weight since he was a little boy and has been
under the care of his physician for the past 5years. Steve, like many other
people, has dieted on and off throughout his life, losing some weight only to
gain it back plus some additional weight. Steve has become increasingly concerned about his weight and the associated health effects as he recently had a
mild heart attack. In fact, he has expressed his commitment to losing weight.
However, his expressed goal is to lose 50 pounds in the next month as he
wants to lose 150 pounds by his birthday in 3months. He is seeking guidance
from a weight loss specialist on how best to meet this goal.
Similarly, individuals who have made some progress in changing may overestimate what their progress means and decide that they are have completed
change and are cured. Expectations that small gains equal complete cure can
complicate that persons change initiative.
Example:Shelia is early in recovery from a drug addiction that she has struggled with for 7years. She has been in a residential substance abuse treatment
program and hasnt used in 3 weeks. Since entering the program, Shelia has
been engaged in the treatment and is showing signs of recovering physically
from her addiction. Shelia is making good gains in treatment and recognizing
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how she is improving. In a recent conversation; she stated that she believes
she now has mastery over her addiction (often referred to as the pink cloud
effect). She indicates that since she is doing well she wants to spend more
time away from the treatment facility.
Whatever the reason for clients developing overly ambitious expectations
about change, it seems to create a unique challenge to remaining MI-consistent.
This challenge involves how to remain MI-consistent and at the same time help
clients develop more realistic expectations for change initiatives. In part, this
challenge arises from the righting reflex (see c hapter 2) which causes providers to have a natural tendency to want to correct clients. Thus, one important
thing a provider can do to remain MI-consistent in working with unrealistic
expectations is to resist the righting reflex. The following are some strategies that
can help a provider resist the righting reflex and remain MI-consistent when
addressing unrealistic goals.
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way and owns the concern about the situation as his own, which also communicates compassion for the client.
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Slow progress, slips, and relapses, and unrealistic expectations are challenges
that are often encountered when clients engage in behavior change. Clients
change at differing paces and there are various reasons for why client progress
may slow. Conceptualizing clients slow progress and related behaviors in an
MI-consistent fashionas a natural part of the change process, recognizing that
motivation to change can vary over timewill likely reduce your frustration
with these challenges. Many of the MI-consistent strategies we proposed can
help you and your clients step back, evaluate, and better understand what has
changed or what needs to change to help clients return to a level of motivation
that facilitates change. Our goal is that reading this chapter you will identify how
you can utilize some of the MI-consistent strategies discussed in this chapter to
help you match clients in their change process, help them better explore the slow
progress, and help them to become more ready to change. Table5.1 summarizes
the clinical challenges and suggested MI strategies.
Suggested MI Strategies
Slow progress:
Completing
treatment tasks,
assignments, and
goals at a pace that
is inconsistent with
expressed intention
to change.
Overly ambitious
expectations:
The National Alliance for the Mentally Ill (2013) defines mental illnesses as
medical illnesses that can disrupt a persons thinking, feeling, mood, ability to relate to others, and daily functioning (p.3). Mental illnesses are also
commonly referred to as mental disorders (American Psychiatric Association,
2013), neuropsychiatric disorders (World Health Organization, 2008), and
psychiatric disorders (Kessler et al., 1994). Regardless of the terms used to
refer to them, mental disorders are very common. In fact, according to the
World Health Organization (2008) one third of the total years lost to disability
worldwide are the result of mental disorders, such as depression, schizophrenia, and alcohol use disorders. The National Comorbidity Survey Replication,
a large, nationally representative, epidemiological survey of mental disorders in the United States, found that in any given year just over one fourth of
Americans ages 18 and older suffer from a diagnosable mental illness (Kessler,
Chiu, Demler, & Walters, 2005). Thus, even providers who do not treat mental disorders very likely provide services to individuals who are experiencing
symptoms of a mental disorder. The current chapter provides guidance on
MI-consistent strategies that can be utilized to address some common clinical
challenges that arise when working with clients who are experiencing symptoms of depression; certain anxiety, trauma-related, and obsessive compulsive
disorders; or psychotic disorders.
The goal of the current chapter is not simply to provide guidance on how to
use MI to enhance treatment for these disorders. Although mental health professionals using this book will find several of the strategies described helpful
for that purpose. Instead, this chapter is written with both the mental health
professional and nonmental health professional in mind. As such, each section
includes non-technical, descriptive information about the disorders and symptoms of focus. The clinical challenges associated with each group of disorders are
challenges that might be encountered in almost any setting where MI might be
employed, from probation to health care to substance abuse treatment. Similarly,
the vast majority of MI-consistent strategies recommended could be employed
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just as easily in helping a client with a mental disorder engage in smoking cessation or fulfillment of probation requirements as in helping the client engage in
treatment for the mental disorder.
C L I N I CA L C H A L L EN G E 1:D EPR ES S I O N
Description
Major depressive disorder and other depressive disorders are characterized by
various symptoms and associated features. In our own clinical practice of MI
and that of others we have supervised, we have found the following features
of depression can introduce particular challenges to the practice of MI:hopelessness, feelings of worthlessness or guilt, difficulty concentrating, and lack of
interest in activities. Although everyone may experience hopelessness, guilt,
difficulty concentrating, or lack of interest in activities from time to time, it is
important to note that these experiences are more intense and impairing in the
context of a depressive disorder (American Psychiatric Association, 2013). In our
work as psychologists, we sometimes talk with the families and loved ones of
those who are experiencing a depressive disorder. In many cases it seems difficult for these concerned loved ones to understand how different the experience
of guilt, for example, can be for an individual in the midst of a major depressive
episode, than it is for someone without depression. This can make it difficult for
these concerned others to understand why she doesnt just apologize and make
amendsthat worked for me. Thus, in working with individuals who may be
experiencing depression, we believe it is vitally important for providers to maintain an MI spirit. To seek to understand how a particular client is experiencing
hopelessness, guilt, difficulty concentrating, or lack of interest, and not assume
that the experience is like the providers experience or other clients experiences.
These features of depression will likely necessitate adaptations to MI regardless of whether you are a mental health provider or a provider of another type.
For example, a client who feels hopeless about the future may have as much difficulty discussing the steps she must take to satisfy probation requirements with
her probation officer as she does collaborating on a treatment plan for depression
with her psychiatrist. In this section we seek to describe the signs and symptoms
of depression that may impact a clients ability to respond to MI, and the MI
strategies that we have found most helpful in addressing these difficulties. We try
to provide this information in a manner that is relevant to mental health providers and also accessible to providers who have no background in mental health.
Hopelessness
Hopelessness generally refers to a negative perspective on the futurea lack
of optimism (Beck & Steer, 1988). Individuals who feel hopeless generally feel
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that there is something or several things about their lives that are undesirable
or untenable, and that these things are unlikely to change. It is often difficult
for individuals who feel hopeless to even imagine how life might be better or
different. These individuals may thus have difficulty engaging in MI-consistent
tasks such as envisioning (e.g., If you were successful in making these changes,
what would your life look like in five years?) and planning (e.g., What is the
first step toward getting better control of your diet?), which require this sort of
imagining. Indications that a client you are working with may be experiencing
hopelessness are presented in the quick reference.
Quick Reference
Client Utterances Expressing Hopelessness
I dont know why Ieven bother, nothing ever works out.
Until my wife decides she is willing to quit, its not like Ican do this anyway.
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128
129
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needs to get his life together or maybe theyd be better off without him. The
provider, using MI-consistent strategies, says, Tell me more about why you
think smoking is a bad example for your kids. Mario responds by explaining that he never does anything right and that he is sure his kids have no
respect for him at all, because not only does he smoke, but he also lost his job,
destroyed his marriage, and is getting fat besides.
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Difficulty Concentrating
Concentration generally refers to the ability to focus ones attention or thoughts
on a particular object or activity, and not attending to distractions (Lezak,
1995). Difficulty concentrating often interferes with an individuals ability to
learn new information. For example, as youve been reading this book, there
have probably been one or more occasions when your thoughts wandered to
another topic (e.g., I have to remember to mail that letter tomorrow.) or you
noticed something new in your environment (e.g., The sky is getting dark, a
storm must be rolling in.). As you noticed your distraction and directed your
thoughts back to the text, you may have realized you had no idea what you
had read in the past five minutes. Difficulty concentrating can also impair an
individuals ability to respond appropriately and effectively in social situations.
For example, multiple times while writing this book, I(JS) received a call from
my husband. Not wanting to lose my train of thought before getting it down on
paper, Itried to multi-taskto talk to my husband and finish typing my ideas
for this book. Needless to say, my husband noticed (and commented on it!).
There were inappropriately long pauses in my speaking, Isometimes provided
incoherent responses to his queries, and occasionally had to ask him to repeat
what he had just said. Although not unique to depression, individuals who suffer
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Example: When Mario, the 36-year-old, divorced father of three proceeded with his intake at the smoking cessation clinic, the provider began
to ask him a question about his history of smoking. Mario began telling
the provider about how he started smoking at the age of 16 by stealing his
fathers cigarettes and buying them from a local convenience store that
didnt seem to care about selling to minors. Then Mario paused for a few
moments, got a confused look on his face, and asked, Im sorry, what was
the question?
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Example:MI-Consistent/Inconsistent Summaries
The following examples illustrate how a provider might use summaries to
help a client who has difficulty concentrating participate more fully in an
interaction.
Client Statement:Im sorry. What was the question?
MI-Inconsistent:Mario, you really need to focus on what were doing here.
Iasked you to tell me about your history with smoking.
This statement is MI-inconsistent because the provider not only repeats the
question, but also attempts to shame the client about his lack of concentration. The provider talks down to the client in a paternalistic fashion, which
could spring the expert trap.
MI-Inconsistent:Dont worry about it. Lets just go on to the next question.
Although this provider statement indicates that the provider is sympathetic
to the clients difficulty concentrating, it is not collaborative. The client
requested that the question be repeated and the provider in essence overrules this request and takes full control of the direction of the session.
Somewhat MI-Consistent:Tell me about your history with smoking.
This provider statement is somewhat MI-consistent. The client asked a question and the provider responded. In MI, answering a question is considered
a form of giving information. However, given the circumstances, the providers perfunctory response shows a potential lack of empathic attunement
to the difficulties Mario is having with the interview.
MI-Consistent:I had asked you about your history of smoking and you were
telling me about how you started at the age of 16 with smoking your fathers
cigarettes and purchasing them from a convenience store that didnt check
your ID.
This provider utterance is an MI-consistent summary. It is a collaborative
response to the clients question that is intended to help the client fully
engage in the interaction.
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reminded daily of their goals and the steps they plan to take in achieving those
goals. The fact that these documents are so meaningful to these clients is very
telling; the motivational interview they receive represents just one hour out of
100 or more hours of treatment they receive. Similarly, the change plan worksheet represents just one of dozens of treatment-related papers they complete
during their six-week stay at the facility. We have also found that these types of
aids can be particularly helpful for clients who have difficulty concentrating and
thus may be less able to recall key elements of the session than typical clients.
Example:MI-Consistent/Inconsistent Handouts
The following examples illustrate the types of MI-consistent handouts
that might be provided to a client to help him or her overcome deficits in
concentration.
MI-Inconsistent
Any materials that judge or label a clients situation, condition, or
circumstances in a way that is inconsistent with how the client labels
his or her own situation, condition, or circumstances (e.g., providing a
handout that describes Signs of Alcoholism to a client who insists that
he may drink a lot but is not an alcoholic.)
Any materials that describe a treatment plan that was created without
the clients collaboration or give advice with the clients permission (e.g.,
handing a client a dietary guidelines handout and telling him or her to
follow it rather than asking if he or she would like the handout, or giving
the client permission to use it or not by saying, You might find this
helpful.).
Somewhat MI-Consistent
Handouts that provide information in an objective, non-labeling fashion
that is consistent with the clients self-perception, but are not requested
by the client or offered to the client with permission to disregard them if
desired.
MI-Consistent
Session/consultation/meeting agendas can be negotiated and presented
in written or verbal form. After the agenda has been negotiated
between a provider and client, placing a written version of the agenda
between the client and provider may help a client who has difficulty
concentrating stay more focused during the interaction. Samples of
written agenda forms can be found in Mason and Butler (2010).
Readiness rulers are used as both an assessment tool and a technique
for eliciting change talk (Rollnick, Miller, & Butler, 2008). These rulers
can be administered verbally or in written form. For clients who have
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My Goal Is:
On a scale of 0 to 10, with 0 being not at all important and 10 being very important,
Irate the importance of achieving this goal as (circle one):
01234
5
6
7
8
910
My rating is a
reasons):
1.
2.
3.
4.
5.
On a scale of 0 to 10, with 0 being not at all confident and 10 being very confident,
Irate my confidence in my ability to achieve this goal as (circle one):
01234
5
6
7
8
910
My rating is a
reasons):
1.
2.
3.
4.
5.
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I enjoy smoking.
behaviors are not particularly consistent with any important long-term life
goals, but Ienjoy them. In contrast, individuals who are experiencing a depressive episode may experience difficulty getting interested in or taking pleasure
from activities that normally bring pleasure. For example, an individual who is
experiencing a depressive episode may have no interest in accompanying me to
a fast food restaurant for fries and a milkshake, even though he or she normally
loves fries even more than Ido. Instead he or she might decide, I just dont feel
like it. Indications that your client may be experiencing lack of interest in activities may include reports of decreased engagement in activities, an inability to
generate ideas or options when asked what they would like to do, or direct statements such as I just dont seem to get excited about anything anymore.
Example: As Mario, the 36-year-old, divorced father of three works collaboratively with his provider to develop a plan for tobacco cessation, the
provider suggests that Mario identify ways to reward himself for meeting his
daily smoking goals. After a lengthy pause, the provider explains that many
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you were feeling much better and doing more things. What were some of the
enjoyable things for you at that time?
This provider utterance is MI-consistent. The provider begins by validating the clients situation and feelings about not enjoying things. Next, the
provider acknowledges that there was a prior time when the client was not
depressed and asked the client to look back at that time for ideas.
C L I N I CA L C H A L L EN G E 2:A N X I E T Y, T R AU M A- R EL AT ED,
A N D O B S ES S I V E C O M PU LS I V E D I SO R D ER S
Description
According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth
Edition (DSM-5), Anxiety disorders include disorders that share features
of excessive fear and anxiety and related behavioral disturbances (pp. 189,
American Psychiatric Association, 2013). A common behavioral disturbance
shared by many anxiety disorders is avoidance. This feature is also shared by
some disorders that were previously classified as anxiety disorders in the DSM
including obsessive-compulsive disorder and posttraumatic stress disorder
(American Psychiatric Association, 2000, 2013). Avoidance refers to efforts by
an individual to avoid people, situations, stimuli, thoughts, or feelings because
they arouse unpleasant emotions, particularly fear or anxiety. For example an
individual who is experiencing a specific phobia of snakes may avoid looking at
pictures of snakes; going to zoos, natural science museums, or pet stores where
snakes might be encountered; and going outside at night or without wearing
boots during the day in case snakes might be encountered.
Avoidance is of concern to those who treat anxiety disorders, because there is
evidence that although avoidance may reduce anxiety in the short term, it actually serves to maintain and even increase anxiety over time (e.g., Clark, 1999).
For example, an individual with a snake phobia who runs back into the house
and locks the door when a neighbor calls to tell him or her that she found a
harmless garden snake in her yard that morning might immediately experience
a decrease in anxiety upon doing so. However, over time he or she might come to
fear and avoid the back patio and backyard entirely, and may eventually refuse to
leave the house unless wearing protective leather boots.
Avoidance presents clinical challenges, because many of the most effective
psychotherapies for disorders such as specific phobia, obsessive-compulsive disorder, and posttraumatic stress disorder include exposure-based interventions
(Doyle & Pollack, 2003). Exposure-based interventions involve having an individual who is avoiding situations, people, stimuli, thoughts, or feelings because
they elicit a strong anxiety or fear reaction to intentionally come into contact
with those situations, people, stimuli, thoughts, or feelings and tolerate the
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intense anxiety or fear (Hofmann & Smits, 2008)Whether you have worked with
individuals who have anxiety, trauma-related, or obsessive-compulsive disorders; watched reality television programs that depict exposure based treatment;
had friends or family members who suffered from such disorders; experienced
an anxiety or related disorder yourself; or have no direct experience with anxiety
or related disorders; you can probably imagine that finding the motivation to
complete exposure-based treatment is a challenge. We admire the courage of the
many individuals we have treated with exposure-based treatments over the years
and have found the use of many MI strategies helpful in assisting these individuals to find the motivation and courage to reclaim their lives through completion
of exposure-based treatment.
Example. Jamal is a 32-year-old man who has been diagnosed with posttraumatic stress disorder subsequent to a single car motor vehicle accident during
which he was seriously injured and the driver of the vehicle was killed. Since
the accident, Jamal has been unable to drive on the freeway, after dark, or
in unfamiliar neighborhoods. He also becomes incredibly upset when he sees
a black sedan (the car involved in the accident was a black sedan) or hears
jazz music (he and the driver were listening to jazz on the radio at the time
of the accident). During their second visit, a social worker provides Jamal
with information about his diagnosis and exposure-based treatment. Jamal
expresses that the symptoms of PTSD have ruined his life and he is willing to
do whatever it takes to get past this. However, shortly after the exposure-based
interventions begin, Jamal states that he is not certain he wants to continue
with treatment and tries to convince the social worker that having PTSD is
really not that bad.
As illustrated in this example, avoidance can interfere with a clients ability to
complete exposure-based treatment, even if he or she does not express any initial
hesitation or concern about the treatment. In our own work, we find that not all
clients express doubt about their ability to tolerate exposure-based treatment. In
fact a significant minority express unrealistic optimism about their ability to tolerate exposure-based treatment without any difficulty. With the help of a caring,
compassionate, and competent professional, there are only a handful of situations that would be considered contraindicated for exposure-based interventions
(e.g., vanMinnen, Harned, Zoellner, & Mills, 2012). Nonetheless, the very
nature of anxiety, trauma-related, and obsessive-compulsive disorders, as well
as exposure-based treatment almost ensures that an expectation of no distress
or avoidance is unrealistic for most clients. Thus we also outline MI-consistent
strategies to help clients set realistic expectations for exposure-based treatment
(see also chapter5).
Avoidance related to anxiety can interfere with effective provision of interventions and services of all types, not simply those that involve exposure-based
treatments (Westra, 2012). Individuals with social anxiety have intense fear
or anxiety about one or more social situations that expose the individual to
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possible evaluation by others. This fear and anxiety stem from a belief they will
act in some way that will be negatively evaluated by others in the feared social
situations. As a result these situations are avoided or endured with intense fear
and anxiety (American Psychiatric Association, 2013). For example, individuals with social anxiety may avoid making phone calls, coming to appointments, speaking up in groups, or engaging actively in one-on-one meetings.
This fear, anxiety, and avoidance may interfere with an individuals ability to
participate fully in almost any situation or setting in which MI might be utilized, from a meeting with a probation officer, to an appointment with a family care provider, to a substance abuse treatment group. In our own clinical
practice of MI and supervision of others MI practices, we have identified MI
strategies that may be useful in working with individuals who avoid treatment
because of social anxiety.
Example. Sanjay is an 18-year-old male who suffers from social anxiety. He
has been referred to the counselor at his school to discuss decreasing attendance and performance. Sanjays teachers report that he often looks at his
desk or fiddles with his pen, never raises his hand to participate in class discussions, and often seems unprepared when called upon to answer a question
or present information to the class. As the counselor talks to Sanjay about his
problems at school she discovers that several of his classes require presentations this year and that his political science instructor, a former law professor, often calls on students randomly and expects them to know the answer.
Sanjay explains that his heart races whenever he thinks about the presentations and political science class and he just knows hes going to mess up in
front of the class and all of the kids will think hes stupid.
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144
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no
Avoidance symptoms
Re-experiencing symptom
Hyperarousal symptoms
Overall trauma symptom severity: mildmoderateseverevery severe
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Example:MI-Consistent/Inconsistent Evocation
The following examples illustrate how a provider might use evocation
to help a client develop sufficient motivation to overcome avoidance and
engage in treatment:
Client Statement:My life has been ruined ever since the car accident.
MI-Inconsistent:Well, Ihave good news Jamal. Ican offer you a treatment
that is very effective for helping people move past traumatic events like car
accidents.
This provider utterance is MI-inconsistent, because the provider does not
evoke the clients desire, ability, reasons, need, or commitment for change.
Instead the provider assumes that because the client reports that his life is
ruined that his motivation is sufficient and jumps directly to planning. The
planning is MI-inconsistent because it is non-collaborative; the provider
is prescribing a treatment rather than inviting the client to participate in
determining what treatment will be best for him.
Somewhat MI-Consistent:Would you like to talk about treatment options
that might help you regain your life?
This provider utterance is somewhat MI-consistent. The provider asks the
client permission to discuss treatment options. By asking permission and
using the word options, the provider enhances the sense of collaboration
and client autonomy. However, the provider does not seek to elicit the clients desire, ability, reasons, need, or commitment for change before moving to treatment planning. The provider also uses a closed question, which
invites only a brief response from the client.
MI-Consistent:So this has been really hard on you. Tell me a little about
what has been different or bad about your life since the car accident.
This provider utterance is MI-consistent, because it begins with an
empathic reflection of the clients comment about his life being ruined.
The provider then invites the client to explain in more detail exactly
how the car accident has negatively impacted him. The more change
talk statements the provider elicits, the more likely the client will decide
he is ready to commit to treatment (Amrhein, Miller, Yahne, Palmer, &
Fulcher, 2003).
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collaborate with the client in deciding which course of action is best, keeping in
mind that the client is the final arbiter of what he or she will or will not do. As
I(JS) advise the medical students each year during a brief lecture on practices
and principles of MI, no matter what the treatment outcome literature and practice guidelines say, a treatment that the client will not adhere to is probably not
the best treatment for that client.
In the case of anxiety, trauma-related, and obsessive-compulsive disorders, clients have many treatment options ranging from no treatment, to medications, to
cognitive or behavioral psychotherapies, to supportive psychotherapy. Providers
should be knowledgeable about treatment outcome data and practice guidelines to offer clients accurate and objective information about the implications
of selecting a particular intervention, completing between-session assignments,
and/or dropping out of treatment before it is completed. Keep in mind that while
it is MI-consistent for the provider to share his or her professional opinion about
the best intervention option for a client (e.g., Although what you decide is ultimately up to you, my professional opinion is that cognitive behavioral therapy
would be a much better option for you than medication.), it is MI-inconsistent
for the provider to impose it on the client (e.g., Cognitive behavioral therapy is
really the only option for you.).
Example:MI-Consistent/Inconsistent Offering Choices
The following examples with Sanjay, the 18-year old with social anxiety,
illustrate how a provider might offer choices to a client in an MI-consistent
fashion.
Client Statement:I dont see why Ihave to graduate high school. My father
didnt graduate and he makes a lot of money in construction.
MI-Inconsistent:Things are different now, Sanjay. It is a lot harder to make
a decent living without a diploma than it used to be.
This statement is MI-inconsistent because instead of empathically acknowledging the clients perspective, and perhaps inviting another perspective,
the provider seeks to directly counter the clients perspective and impose
the providers perspective.
Somewhat MI-Consistent: Dropping out of high school is certainly an
option.
This statement is somewhat MI-consistent. The provider supports Sanjays
autonomy by acknowledging that dropping out of high school is an option.
However, the provider does not present other options that might help Sanjay
move in his preferred direction. Although Sanjay is expressing a desire to
drop out, the desire seems to be driven largely if not entirely by a belief that
dropping out is the only way to reduce his anxiety. As Miller and Rollnick
(2013) note, there may be occasions when a provider uses MI to help a client consider goals in the clients best interest, even when a client doesnt
initially endorse those goals.
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This statement is MI-inconsistent because the provider does not acknowledge the clients concerns or support his autonomy, and instead directly
confronts his reluctance to participate in treatment.
Somewhat MI-Consistent:Why cant you handle it, Jamal?
This question is somewhat MI-consistent. It is an open question and thus
elicits the clients perspective. However, it is a question that elicits sustain
talk, and thus will encourage the client to talk about why he cant move
toward his own treatment goals, rather than why he can. Additionally, the
specific wording of the question (Why cant you... ) may be perceived as
confrontational by the client. It implies that the provider thinks the client
should be able to handle it.
MI-Consistent: Jamal, you are in control here. It is entirely up to you
whether you do the exposure today. As weve discussed before, you know that
my recommendation is that you do it, because the more you confront what
you fear, the less you will fear it. But ultimately it is up to you whether to do
the practice today.
This provider utterance is MI-consistent because although the provider
reminds the client of previously discussed information about the importance of completing exposure practices, the provider also repeatedly supports the clients autonomy and right to decide not to do the practice.
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cases an MI-inconsistent strategy, eliciting a small amount of sustain talk is sometimes helpful in preparing clients who do not have a realistic perspective on the
potential difficulties of exposure-based treatment. Nonetheless, it is a strategy we
recommend be used sparingly and only when clinical judgment suggests it is warranted. We personally use this strategy only when a client expresses a strong belief
that an exposure-based treatment for anxiety will be easy and he cannot imagine
encountering any difficulties when completing it. For example, if a provider says,
This exposure-based treatment for anxiety will involve repeatedly coming into
contact with those things that make you most anxious and staying in the situation for a predetermined amount of time, such as 30 minutes, or until your anxiety diminished by 50%. What questions or concerns do you have? If the client
says, I dont have any concerns, it sounds straightforward. Lets get started, the
provider may wish to help the client better envision what treatment will really be
like and gain a more realistic perspective on the treatment. This will help ensure
that the client is not disappointed, or does not feel like a failure if he or she does
experience difficulty with treatment at some later point.
Example:MI-Consistent/Inconsistent Envisioning
The following examples illustrate this likely controversial, but potentially
very useful strategy as a provider and client discuss treatment for posttraumatic stress disorder.
Client Statement:I dont have any concerns. PTSD has ruined my life and
Ill do anything it takes to get past it.
MI-Inconsistent: It doesnt sound like you are being very honest with
yourself.
This provider utterance is MI-inconsistent because the provider directly
confronts the clients optimism, which is not collaborative and does not
support the clients autonomy.
Somewhat MI-Consistent:Tell me one concern that you might have about
PTSD treatment.
This provider utterance is somewhat MI-consistent. It is an open question
(tell me statements are considered open questions in MI) and thus invites
a lengthy answer from the client. However, given the context (the client has
just stated I dont have any concerns), it is likely to elicit discord. The client may feel that the provider is not listeningor worse yet, may feel confronted by the provider.
MI-Consistent:So you are very confident and ready to go. Many people who
go through this treatment find that it is more difficult or more intense than
they expected. What do you think might happen in treatment that might
make you feel less certain about wanting to continue with it?
Although the provider is likely to elicit a small amount of sustain talk by
asking the client to envision what might be difficult in treatment, which as
stated is not strictly MI-consistent, the provider does so in an MI-consistent
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fashion. The provider first empathically reflects the clients optimism and
then objectively provides information that does not directly counter what
the client has said, but perhaps gives him food for thought. Finally, the provider asks an open question seeking to elicit the clients perspective on what
might happen that might be difficult in treatment. This then allows the provider to work with the client to plan for and successfully overcome these
barriers as discussed in Proposed Strategy 6.
C L I N I CA L C H A L L EN G E 3:PSYC H OT I C SY M P TO M S
Description
Psychosis refers to a loss of contact with reality that usually includes false beliefs
about what is taking place or who one is (delusions) or seeing, hearing, smelling,
tasting, or feeling things that arent there (hallucinations). In addition to hallucinations and delusions, other symptoms of psychosis include disorganized thoughts,
speech, and behavior. Psychosis can be caused by a number of medical problems,
such as alcohol and drug use or withdrawal, and diseases or tumors that affect
the brain, as well as psychiatric disorders such as schizophrenia, bipolar disorder,
severe depression, and some personality disorders. Although treatment depends
on the cause of the psychosis, it typically includes an antipsychotic medication
(Cohen, 2010). MI shows promise for helping individuals with psychotic disorders,
particularly schizophrenia, better adhere to necessary medications (Drymalski
& Campbell, 2009) and make other positive changes in their lives, such as
decreased problematic alcohol consumption (Graeber, Moyers, Griffith, Guajardo,
& Tonigan, 2003) and increased contact with smoking cessation professionals
(Steinberg, Ziedonis, Krejci, & Brandon, 2004). Nonetheless, psychotic symptoms
and disorders present unique challenges to the implementation of MI (e.g., Rusch
& Corrigan, 2002). More than once community providers have tried to stump us
by role playing a client with psychotic symptoms during a trainingevent.
Example:Roger is a 63-year-old man who has been diagnosed with schizophrenia and is being cared for in a board and care home. Rogers adherence to
his antipsychotic medications has varied over the past 40years. During periods of lower adherence, he often spends months or years living on the street
until his family tracks him down and he is admitted to an inpatient psychiatric facility for stabilization. Recently, Rogers physical health has worsened,
and the staff at the board and care home believe Roger will need to be cared for
in a skilled nursing facility. For example, due to his medical condition Roger
often falls. Because of his large stature, Regina, the weekend house manager
at the board and care facility (a petite woman), has difficulty assisting Roger
when this occurs. This difficulty is compounded by the fact that Roger is often
shouting incoherently after a fall and has difficulty responding to Reginas
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instructions. Roger seems to have little insight into his physical health concerns, and has dismissed staff attempts to initiate discussions with him about
their concerns. Almost as soon as these discussions are initiated, Roger insists
that he is in peak physical condition because the CIA has injected him with
experimental drugs to enhance his performance.
How would you respond to Roger? Would you argue with Roger about the
unreality of his beliefs? Would you recommend that the psychiatrist increase
his medications so he is too sedated to leave his bed? Would you go to the court
to have Roger committed to a nursing home for his own safety? Would you quit
your job at the board and care home and find a less stressful position? The text
will outline several MI-consistent strategies that may be useful when working
with clients who have delusions, hallucinations, or disorganized thoughts and
behaviors. However, it is important to note that adaptations to commonly used
MI strategies are often necessary when working with individuals who suffer
from psychotic symptoms or disorders. Carey, Leontieva, Dimmock, Maisto, and
Batki (2007) have recommended adapting motivational enhancement protocols
for individuals with schizophrenia to include more frequent, briefer sessions.
Carey and colleagues describe the potential benefits of this adaptation for clients
with schizophrenia as:(1)decreased demands on attention; (2)increased opportunities for clients to learn how to respond to an MI-style intervention; (3)greater
repetition of and elaboration of content; (4)better integration of real-life events
into discussions; and (5)attenuated impact of a bad day (e.g., a day on which
symptoms or stressors are much worse) on overall treatment outcome. Martino,
Carroll, Kostas, Perkins, and Rounsaville (2002) recommend several adaptations of MI for individuals with psychotic disorders to accommodate disordered
thinking and cognitive impairments, such as simplifying open-ended questions
(e.g., avoiding compound questions), emphasizing the provider role in guiding
the conversation to promote logical organization and reality testing, reducing
reflections focused on disturbing life experiences, and increasing emphasis on
affirmations of the client. It is important to note that many of these strategies as
well as those presented here, are less appropriate or less effective for clients who
are highly disorganized or agitated.
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2003). Despite this initial uncertainty, we have found that most of these clients
readily adapt to MI spirit and techniques, and very actively and fully participate
in the interaction within a few minutes. As Martino and colleagues (2002) note,
individuals with disordered or disorganized thinking may have more difficulty
adapting readily to an MI style. Thus, they recommend providing the client with
an informative overview prior to an MI-style interaction. During this overview
the client is informed not only of the purpose of the interaction, but also the roles
that the client and provider will have during the interaction.
Example:MI-Consistent/Inconsistent Giving Information
The following examples illustrate how giving information can be used to
orient clients with cognitive impairments to an MI-style interaction.
Client Statement:How long is this going to take? Ihavent had a cigarette
in hours.
MI-Inconsistent:Roger, you can have a cigarette after were done. The staff
has decided that we can no longer care for you here. We are going to recommend to your case worker that you be placed in a skilled nursing facility. Do
you have any questions?
This provider utterance is MI-inconsistent because the provider does not
attempt to collaborate with Roger. Instead the provider dismisses Rogers
request for information about the length of the appointment and his obvious desire for a smoke break. Then the provider assumes the expert role and
tells Roger that a decision has been made about his care. The final question
is almost MI-consistent, in that the provider seeks to get Rogers perspective
on what he has just been told, but it is phrased as a closed question, which
invites Roger to provide only a brief answer (e.g., yes or no) rather than
a more lengthy response.
Somewhat MI-Consistent:This will take about 15 minutes Roger.
This provider response is somewhat MI-consistent in that the provider
answers the clients question in an objective fashion. However, the provider
does not ask the clients permission to continue the interaction or provide
any information about the purpose of the interaction and thus does not
support the clients autonomy or set the stage for the client to collaborate in
the interaction.
MI-Consistent: I know you really want a cigarette right now, and at the
same time Id really like about 15 minutes of your time to discuss something
important. Would that be okay? [Waits for client response]. Roger, Id like
to talk to you a little bit about the good experiences and not-so-good experiences youve had with us over the last few months and what the best options
for housing might be for you. Im really interested in learning about what you
think and feel about your housing, so although Imay ask you a few questions
here and there, Im really just interested in hearing what you have to say. Tell
me what you like about living in this house, Roger.
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Example:MI-Consistent/Inconsistent Summarizing
The following examples illustrate how a provider might use summarizing to
help a client organize his or her thoughts in a meaningful way.
Client Statement: Ive been taking my medications every day. Theres no
problem with that. My case worker just wants me to go to the nursing home
because she works for them. Ithink shes been poisoning me. Thats probably
why Im falling. The drugs the CIA gives me have been helping. Ithink they
must be an antidote. Can Ihave a smoke break? Iget really nervous when
Icant smoke. Ithink the CIA agent is coming back tomorrow. Can you call
my case worker? Iwant to see my sister.
MI-Inconsistent:Roger, you know the CIA isnt giving you any medications.
This statement is not a summary and is MI-inconsistent because the provider directly confronts the clients delusional thinking. Although the provider is accurate, the manner in which he addresses the clients delusional
thinking is not collaborative and diminishes his sense of autonomy.
Somewhat MI-consistent:So you think shes been poisoning you and that
she works for them.
This statement is somewhat MI-consistent because the provider summarizes a portion of what the client has said. However, the material summarized is unlikely to move the client toward positive change. Instead, the
summary is likely to get the client to expound upon his delusional beliefs.
MI-Consistent:Youve been quite successful with your medications for the
last several months, Roger. It seems like it is important to you to take care
of yourself. Im hearing that the falls are concerning to you, but you are less
convinced that the nursing home is the solution. It sounds like the case worker
has talked to you a bit about why the staff has recommended that for you.
Would it be okay if Ishared a little bit more about the types of benefits we
thought a nursing home might have for you?
This provider utterance is MI-consistent because the provider selectively
reflects statements the client made that support positive, healthy changes.
The provider reflects on the clients medication adherence and guesses that
this might reflect an underlying desire he has to take care of his health. The
provider also reflects the clients brief mention about the falls as a potential
concern. Finally, the provider asks the clients permission to share additional
information about the staffs recommendation. This supports client autonomy and sets the tone for a collaborative discussion about the nursing home.
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MI-consistent without colluding with the delusionsthat is, without providing additional evidence to support the delusional belief (Nelson, 2005). During
training role plays, when the client makes a delusional statement such as:The
house manager stole my sweater! we find that providers generally respond in
one of two ways:(1)they calmly, but directly confront the client statement:No,
she didnt. No one is stealing from you. in an effort to help bring the client
back into contact with reality; or (2)they reflect the delusional content as though
it were reality-based: The house manager stole your sweater. The first statement avoids supporting a delusional belief, but is likely to increase discord in
the provider-client interaction. Although more MI-consistent, the second statement may serve to reinforce the clients inaccurate paranoid beliefs about the
house manager and encourage the client to continue talking about them. Instead
of direct confrontation or collusion, we recommend that providers strategically
reflect whatever aspect of the client statement or interaction is reality based. In
some cases, the emotion that seems to underlie the clients statements (e.g., fear,
anger) or the process unfolding between the client and provider (e.g., frustration,
misunderstanding) may be the only reality-based material available. An example
would be:You sometimes feel unsure of who you can trust.
Example:MI-Consistent/Inconsistent Reflective Listening
The following examples illustrate how a provider might use reflecting to
emphasize reality-based statements by a client who has disorganized or
delusional thinking.
Client Statement:My case worker just wants me to go to the nursing home
because she works for them. Ithink shes been poisoning me.
MI-Inconsistent:Roger, you know the case worker is not poisoning you.
This statement is not a reflection and is MI-inconsistent. Although the provider is accurate, her direct confrontation of the clients delusional thinking
is not collaborative and diminishes his sense of autonomy.
Somewhat MI-Consistent:Roger that must be very frightening to have the
case worker out to get you.
This statement is a reflection and technically is MI-consistent. However,
because it is a reflection of a delusional belief, it does not help move the client in a direction of positive change. Instead, it may serve to more deeply
entrench the clients delusional beliefs, as a person of authority has agreed
with them (Nelson, 2005).
MI-Consistent:Youre not convinced that a nursing home is the right placement for you, so you question the staffs motives for recommending one.
This provider utterance is MI-consistent because the provider reflects the
clients disagreement about the appropriateness of a nursing home and
his difficulty accepting the staffs recommendation given that he doesnt
agree with their appraisal of his physical condition. The statement does
not directly confront the delusional belief, nor does it in any way support
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the clients erroneous belief that he is being poisoned or that the case
worker is aligned with some nefarious organization. The utterance also
helps guide the client toward a meaningful discussion of a key issue that
staff needs to discuss with himthe recommendation for placement in a
nursing home.
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topic that is not likely to lead to positive change. Since the case worker
is not really poisoning the client, developing solutions to that problem is
likely to have little benefit for the client and may increase the intensity of
his delusional beliefs.
MI-Consistent:You dont feel like a nursing home is going to be the best fit
for you, and youre questioning the case workers motive for recommending it.
What are the important things you are looking for in a place to live?
This provider utterance is MI-consistent because the provider acknowledges the clients concerns using reflective listening. Note that the provider
empathically reflected the clients concerns without agreeing either implicitly or explicitly that he is being poisoned or that his case worker works
for them. The provider then uses an open question to help shift focus to
a workable, but related issue:what characteristics the client looks for in a
place to live.
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Suggested MI Strategies
Depression:
Clients suffering
from depression
experience
hopelessness,
feelings of
worthlessness or
guilt, difficulty
concentrating, and
lack of interest in
activities that may
make it difficult for
them to fully engage
with a provider or
change process.
Table 6.5.CONTINUED
Clinical Challenge
Suggested MI Strategies
Anxiety:
Clients diagnosed
with anxiety or
related disorders
may avoid
essential aspects of
treatment, including
appointments
with their
provider, because
participating fully
in treatment causes
anxiety or distress.
Clinical Challenge
Suggested MI Strategies
thoughts, speech,
and behavior, as
well as delusions,
may have difficulty
actively participating
in many types of
interventions.
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C H A P T ER S U M M A RY
In our own work, we have found that the principles and practices of MI can be
very fruitfully applied to some of the unique challenges encountered when working with clients who are experiencing psychiatric symptoms or disorders. These
challenges include things such as hopelessness, lack of interest in activities, difficulty concentrating, avoidance, and disorganized or delusional thinking. Given
that psychiatric illnesses are very common, mental health professionals are not
the only ones likely to encounter these unique challenges. Thus we attempted to
provide practical, non-technical descriptions of these symptoms and disorders
so that nonmental health providers can more readily identify clients who may
benefit from referral to mental health treatment and who may also benefit from
MI-consistent strategies to help them overcome barriers to change introduced by
their psychiatric illness. Asummary of these strategies can be found in Table 6.5.
Description
We have many colleagues who work with children and offer behavioral parent training as part of their clinical services. These colleagues frequently tell us
about their struggles to engage parents in parent training, especially when they
expect that their child will be the only one meeting with the provider and making
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that Benjamin is old enough to monitor these behaviors. Phil also believes
that Ben should be able to be a normal kid and often allows Benjamin to
eat whatever he wants. Thus, Benjamin often abides what his father says and
rarely manages his behavior in relation to his health. This behavior has led
to a worsening of Benjamins diabetes to the point their physician has become
concerned.
This example is not uncommon when parents bring their children for assistance with behavioral concerns. Parents may not have made the association
between their behavior and their childs behavior. Using some of the following
MI strategies may help parents make this link without becoming defensive and
ultimately help their child develop healthier behaviors.
This statement gives the client some information about the connection
between child and parent behavior. The provider even supports the clients perspective a bit. However, the way in which the information is
provided is MI-inconsistent. The provider simply offers the information without asking permission, announcing or emphasizing personal
control in providing the information. There is a potential for the information to be received as blaming by the clients, which could increase
discord. Finally, the provider does not elicit the clients responses to this
information.
Somewhat MI-Consistent:You two are concerned about Benjamin and his
health and have different opinions about how to help him manage his behavior. If its okay with you, Id like share some information we know about children and managing health behavior. [Waits for client response]. One thing we
know is that it is important for mom and dad to have a shared perspective of
how to manage their childs behavior. Sometimes when parents modify their
behavior a bit, it has a remarkable effect on the childs behavior. Ive got a list
of strategies that will help you get on the same page.
This provider statement is somewhat MI-consistent because it empathizes and affirms the parents and elicits a response to the information
from both parents. The provider also asks permission and presents the
information in a non-expert role. However, after presenting the information about the importance of a shared perspective, the provider does not
elicit the reactions from each parent to the information before presenting
the list of strategies. As a result, the information-sharing process is less
engaging and may result in discord.
MI-Consistent:You two are concerned about Benjamin and his health. You
have different opinions about how to help him manage his behavior. If its
okay with you, Id like share some information we know about children and
managing health behavior. [Waits for client response]. One thing we know
from a professional perspective is that when mom and dad dont have a
shared vision of how to manage the behavior that the childs behavior can
become more problematic. Sometimes when parents modify their behavior a
bit it has a remarkable effect on the childs behavior. What do you two think
about this information?
The provider offers this information in a MI-consistent way. The provider begins by affirming the parents dedication and concern for their
child. Next, the provider reflects the discrepancy between the parents
view of the problem [and possibly solution]. This is done in a way that
doesnt side with either parent. Before offering information, the provider
announces that he would like to share information. The provider gives
the information in the third person, in the context of what is known in
the professional world versus specifically focusing on the parents, which
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the situation. The provider then asks an open question, which invites the
clients to share their perspectives. However, the specific question asked
focuses how to solve the problem, not exploring goals and values. Thus the
provider has jumped to planning before evoking the clients motivations
for change.
MI-Consistent: You two are dedicated to Benjamins health. At the same
time you have different perspectives on how best to help Benjamin. Iwonder
if we could take some time to discuss your goals for Benjamin. What are the
goals each of you have for him and his future? [Waits for clients to respond].
How might these goals relate to your perspective on what is best for him in
relation to helping him manage his diabetes?
MI-Consistent: You two are dedicated to Benjamins health. At the same
time, you each have different opinions on how to best help him. Perhaps we
can discuss some of your values as they relate to parenting. What are some of
your values as a parent? [Waits for clients to respond]. How do these values
relate to your approach to helping Benjamin manage his diabetes? How are
these values similar and different from your partners in relation to helping
Benjamin?
This provider statement has several aspects that make it MI-consistent. The
provider affirms that both parents are dedicated to the health of their son.
Additionally, the provider highlights, in a non-judgmental way, the discrepancy between the parents. Next, the provider elicits from the clients
their parenting values and how these values relate to their perspective on
parenting the child.
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MI-Inconsistent: You feel Benjamin needs more space to become a normal kid. On the one hand, Iagree that there are benefits to giving children
space and letting them be normal. On the other hand, Ican see Margos
point that Benjamin may need structure from you to get his diabetes under
control.
The provider responds with a reflection that captures only part of the discrepancy that existsthe fathers perspective. The provider then offers his
or her own unsolicited opinion about the pros and cons of the fathers perspective rather than eliciting them from the clients. This may create the
impression that the provider believes his or her opinion is more important
than the clients and is likely to increase discord in the session.
Somewhat MI-Consistent: So the two of you have different perspectives
on how to help Benjamin. Perhaps we can talk about some of the benefits of
learning new ways you can help manage his behavior and some of the drawbacks of not learning new skills to help him.
The provider begins with a reflection that highlights the different perspectives of the parents. Further, the provider seems to be incorporating a decisional balance by eliciting the pro-change side of the argument. However,
the provider makes no attempt to explore the drawbacks of changing and
benefits of not changing. Thus the provider has fallen into the taking sides
trap. Additionally, within the context of two parents, the focus taken by the
provider can be perceived as siding with one of the parents, which could
elicit discord from the other parent.
MI-Consistent:Both of you are concerned about Benjamin and his healthy
development. You have different perspectives on how to best help Benjamin.
Perhaps we can talk through some of these differences by having each of
you discuss the pros and cons of learning additional skills to help Benjamin
improve his health. If it is okay with each of you, it might be helpful for us to
discuss your perspective on the drawbacks of changing and not changing and
the benefits of changing and not changing your behavior.
The provider demonstrates an MI-consistent approach in several ways.
The provider begins by affirming the parents dedication to the health
of their child. Further, the provider highlights that a discrepancy exists
between the parents. The provider also reframes the discrepancy by suggesting both parents are trying to best help their son. The provider then
facilitates the decisional balance by first asking about the clients staying the way they currently are. Next, the provider asks the clients about
potential change efforts. One important point is that the provider emphasizes the need for both parents to discuss their perspective. This avoids
a potential perception that the provider is siding with one or the other
parent. Finally, the provider avoids advocating for one side or the other
(i.e., changing or staying the same) which is an important feature of a
decisional balance.
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C L I N I CA L C H A L L EN G E 2:G R O U PS
Description
There is an increasing need for health and behavioral health providers to reach
larger groups of people, including at-risk populations (Kazdin & Blaze, 2011;
Prochaska & Norcross, 2010). An increasingly popular method to reach wider
populations is to use groups (Schneider Corey, Corey, & Corey, 2010). Using
groups, whether to address mental health or medical issues, or facilitate self-help,
allows providers to address common concerns among clients simultaneously,
build off strengths and experiences of multiple clients, and facilitate mutual support (Forsyth, 2011). When thinking of groups, you may envision people sitting
in a circle talking about their inner-most secrets, or a 12-step group where someone discusses his rock bottom and others discuss how they relate. Groups take
on many different formats ranging from process-focused groups, which emphasize personal exploration, to treatment groups for specific problems (e.g., cognitive behavioral group for social anxiety), to educational groups such as a group
for clients awaiting an organ transplant (Wagner & Ingersoll, 2013). Given the
increasing importance of groups to address a wide array of behavior and health
issues, providers are often in the position to facilitate a group. However, many
may not have the necessary training or experience, especially to integrate MI
into group work. Reflecting on our education and training as psychologists, we
recognize that we encountered little to prepare us for group work.
Our goal here is to discuss how you might use MI to address clinical challenges encountered in group work. Given the diverse applicability of MI, there
has been a proliferation of MI in group work. For instance, MI groups have
developed for at-risk adolescent alcohol and drug use (DAmico, Hunter, Miles,
Ewing, & Osilla, 2013), promoting adherence to HIV medication (Holstad,
DiIorio, Kelley, Resnicow, & Sharma, 2011), and reducing school truancy (Ena
& Dafiniou, 2009), to name a few. However, the concept of stand-alone MI
groups to facilitate behavioral change is relatively new. More often MI is integrated with other evidence-based change approaches like cognitive-behavioral
therapy and the research support is limited (Wagner & Ingersoll, 2013). Because
MI was developed with a focus on individual behavior change some aspects may
be more difficult to adapt to groups. If you are interested in learning how to conduct MI-based groups, we encourage you to read Motivational Interviewing in
Groups by Wagner and Ingersoll (2013) where this topic is addressed more fully.
Whether you have facilitated groups or not, you can likely appreciate that
working with a group of individuals is vastly different than working with a single individual. As such, there are unique challenges encountered when working with groups. These challenges range from having to simultaneously focus
on the needs and goals of multiple individuals, to more complex factors such
as interpersonal issues between group members and members being at different stages of engagement in the group. Schneider Corey and colleagues (2010)
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outlined several challenges and problem behaviors that group leaders may face
in facilitating a group. These challenges, which will be the focus of our discussion, include intrapersonal concerns and interpersonal difficulties in the group.
Intrapersonal Challenges
Individuals enter a group with their unique expectations, goals, and personal characteristics that will impact their overt and covert group behavior.
Internally clients may have concern about their referral to the group, worry
about group involvement, differing readiness to engage in a group and change,
varying knowledge of the topic, and distinct apprehension about how they
will relate to and be treated by other group members (Schneider etal., 2010).
The task for the group leader related to these challenges is how to address
clients variability so that the group proceeds as a meaningful and valuable
experience for all clients.
Example: Kayla is a nurse practitioner. As part of her work in a transplant clinic, she facilitates an education group for individuals newly diagnosed with liver disease. Because it is an educational group, she focuses on
lecturing about liver disease and the transplant process. During a recent
group, she noticed various responses from her clients in relation to the
group. Tabitha focused on every word that Kayla said and took copious
notes; however, she often seemed confused but never asked questions.
Thomas did not seem to be paying attention. Jacob seemed to become
increasingly anxious as she talked about the different topics. Stacy, a client who works as a pediatric nurse, acted as though she didnt need to be
at the group and was bored by it. Kayla was worried as she didnt think
the group members were interacting well with each other or learning the
important information needed to help them manage their disease and
treatment.
Kaylas experience is often encountered when facilitating groups, especially
educational groups. What her experience highlights is the various intrapersonal challenges that might influence the development and functioning of the
group. As discussed throughout this book, one of the values of MI is fostering engagement among clients. Young (2013) demonstrated how the spirit
and principles of MI, discussed in c hapter2, align well with developing group
cohesion and goals. Further, Rollnick, Miller, and Butler (2008) discuss some
strategies that might be helpful for making educational groups more engaging. As educators we recognize how easy it can be to fall into lecture mode
and try to be cognizant of how to remain MI-consistent when educating and
facilitating group interactions inside or outside the classroom. Here are some
MI strategies that can be used to address some of the intrapersonal challenges
in facilitating groups.
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MI-Consistent: You all are probably concerned about what will best help
you with your liver disease. Also, each of you likely have different thoughts on
how this group may or may not help you. That makes sense given that you are
unique individuals and want what is best for you specifically. Perhaps we can
discuss each persons thoughts about the drawbacks and benefits of his or her
own participation in the group. Tabitha, what are your thoughts about that?
This provider statement is MI-consistent for several reasons. The provider
acknowledged that the clients are seeking what is best for them, thereby conveying a desire to collaborate with each group member. Next, the provider
commented on the fact that each group member may have different opinions
about the value of the group, normalizing these differences and emphasizing
autonomy. Finally, the provider facilitates the discussion by asking about the
pros and cons of participation in the group from each member, thus avoiding
taking sides or defending the group, and communicates a desire for open
discussion that includes dissenting opinions among all members.
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working with groups. One of those differences is that group members may have
different goals that they want to achieve. These differences may stall the progress of the group or interfere with the accomplishment of more general goals.
In c hapter 3 we discussed MI-consistent planning. With some adaptations to
account for multiple individuals, the planning process can be used to evoke from
group members their individual reasons and goals for involvement in the group
and then facilitate a discussion about developing group goals and outcomes.
Example:MI-Consistent/Inconsistent Group Planning
The following examples illustrate how a provider might use planning to
help group members prepare to successfully participate in a group.
Client 1 Statement: Im willing to try this group, but Im not really sure
about it.
Client 2 Statement:Yeah, this seems like a hoop we need to jump through to
get our transplant.
Client 3 Statement:I dont knowmaybe there are things we can learn to
make our lives better.
MI-Inconsistent:It sounds like some of you are uncertain about this group.
You are probably more interested solely in a transplant. Part of the process for
getting a transplant is to attend this group. Regular attendance is important
even if youre not sure about it. In this group we will discuss many things
including the transplant process, taking medications and lifestyle changes
before and after the transplant. It is a lot of information but we will most
likely cover something of interest to you.
The provider starts with a reflection to acknowledge the different perspectives of the group members. However, her next few statements could be perceived as confrontational and could elicit discord from the group members
who expressed concern about the group. Further, the provider is prescribing the plan for the group, neglecting to elicit any expectations or goals
from group members. The provider also assumes (instead of evoking from
clients) that the group will meet their goals in some way. Telling the client
what to do and assuming her plan will meet the various clients needs is not
collaborative, and may diminish the clients sense of autonomy or investment in the group.
Somewhat MI-Consistent: You all have different perspectives about this
group. Before we move any further, perhaps we can take some time to discuss
reasons for the group. [Waits for clients to respond]. There are a variety of
reasons for attending this group. So what should our plan of action be?
This provider statement is somewhat MI-consistent. The provider begins
with a reflection acknowledging that the group has different thoughts
about the group and attempts to elicit reasons for the group from members. However, the provider does not explicitly elicit from each member of
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the group. Additionally, the provider attempts to elicit a plan but may miss
important ideas from members with such a global question versus eliciting
from each member.
MI-Consistent:I am hearing that you all have different perspectives about
how the group may or may not meet your needs. This seems natural to me as
each of you knows what things tend to work best for you. Before we move any
further, perhaps we can take some time to discuss your individual reasons for
coming to the group. [Waits for clients to respond]. There are certainly various
important reasons for attending this group ranging from getting a transplant
Table7.1.Group Planning Form
Group PlanExample
The most important individual reasons why we want to participate in group are:
1. So Ican live better with liver disease
2. So Ican get a transplant
3. So Ican learn more about my disease
4. So my wife stops nagging me
Our group goals are to:
1. Better understand liver disease
2. Learn about the transplant process
3. Better understand medication
4. Become more self-sufficient in our disease
For group to be successful we must:
1. Attend meetings regularly
2. Respect each others opinions
3. Openly discuss our opinions and reactions in group
4. Participate in all group learning activities
Some things that could interfere with group success include:
1. Lack of participation of all members
2. Disrespect for differences of opinion
3. Disinterest in some aspects of group
We can help each other be successful by:
1. Providing encouragement
2. Providing reminders about group goals
What we will do if we are not sticking with group the way we had hoped:
1. Remind each other why we are attending group
2. Support each other
3. Remind each other of how the group has already helped
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to learning about lifestyle changes that can help you live with liver disease.
Now that we know why each of you is attending the group maybe we can talk
a bit about our collective plan for getting the most out of this group?
This provider utterance is MI-consistent. It begins with a reflection acknowledging and validating the different opinions of group members. Next, the
provider elicits the various reasons for attending the group, reflecting and
reinforcing the various reasons. Finally, the provider introduces the idea
of developing a group plan to make the group valuable for each client. This
approach is validating and collaborative, and the plan developed will likely
be more salient to the group members. As with the other strategies for
working with groups, the provider attends to each group member to ensure
that he or she is involved. You could also use the form in Table 7.1 to guide
group planning. Rather than giving the form to each individual member,
you could use the questions as a guide and present them using a dry erase
board, blackboard, or flip chart. You could also elicit volunteers from the
group to assume scribe duty and write the answers for the group on the
board or chart.
Interpersonal Difficulties
A group consists of multiple individuals, each with their own histories, personalities, idiosyncrasies, styles of communication, and pet peeves. Thus, interpersonal difficulties seem natural and to be expectedsort of like sustain talk
and discord. One role of a group facilitator is to build interpersonal cohesion
and manage these difficulties (Wagner & Ingersoll, 2013), and MI-consistent
strategies may be particularly useful (Young, 2013). Schneider Corey and colleagues (2010) identified several problem behaviors that often occur in groups
that are presented in Table 7.2. Some approaches to group facilitation suggest
that you directly challenge these behaviors and encourage group members to
do the same. The first task in MI-consistent responding to these behaviors is to
view them from an MI perspective as naturally occurring discord. Reframing
them from problem behaviors to discord can be a signal that something needs to
change in focus or discussion or interaction approach of the group. You can use
of some of the proposed MI strategies for interpersonal difficulties that follow to
help manage some of these behaviors ingroup
Example: John is a substance abuse treatment counselor who facilitates
12-member cognitive behavioral treatment groups at a community-based
intensive outpatient substance abuse treatment program. In his current
group, John has identified several clients that seem to be disrupting the group
process. Steve is a very active participant, and John values his contributions
and enthusiasm. However, Steve seems to monopolize a great deal of group
time, leaving little time for other clients to share their thoughts and feelings.
Additionally, Steve often makes comments or asks questions that are not
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Description
Monopolizing
Off-topic
discussions
Hostility
Acting superior
Socializing
consistent with the topic John is trying to cover. Shari seems generally disengaged from the group, and John has observed her rolling her eyes or making
sarcastic comments under her breath as other group members ask or respond
to questions. It has become apparent that Shari believes she is not as bad off
as the other group members and questions whether she can benefit from the
group. Finally, Trisha, Bob, and Sarah frequently whisper and giggle among
themselves, or pass notes to one another during group. John notes that those
around them seem unsettled by their socializing during groups.
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Client Statement: Im different than you all. I dont use bad drugs, I just
drink alcohol.
MI-Inconsistent:Lets not talk about whose drug use is better or worse. Lets
discuss how our drug has affected our lives.
This provider utterance is MI-inconsistent, because the provider dismisses the concern communicated by the client in relation to the group
and adopts an expert role. The providers response is also likely to raise
more discord as it could be perceived as challenging. The response has the
potential to make the client more passive rather than more active in the
group.
Somewhat MI-Consistent:Thanks for sharing. In what ways has drug and
alcohol use affected your lives?
This statement is somewhat MI-consistent as the provider acknowledges the
client statement in a non-confrontational way and shifts focus. However, the
provider avoids acknowledging the discord statement from the client, which
may invalidate the clients concerns and communicate that dissenting opinions are not valued in the group. The result of this statement is that the client
could disengage from the group and become less motivated to change.
MI-Consistent:You are concerned about the different types of substances
used by the group members. We may be getting a bit ahead of ourselves in
discussing the drugs used, and Iwonder if we could talk about what each of
you is hoping to gain from this group.
The provider begins by using a reflection to acknowledging the clients concern but doesnt agree or disagree with it. The provider then shifts the focus
of the discussion away from the differences in drugs used to a discussion
about what each member wants from the group. This could also transition
into a discussion about group rules and norms.
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Client Statement: Im different than you all. I dont use bad drugs, I just
drink alcohol.
MI-Inconsistent:This is a common misconceptionalcohol is also a drug.
This statement is not a reflection and is MI-inconsistent. The information
the provider gives is accurate, but it is a direct confrontation of the clients
statement. This could facilitate expressions of resentment or hostility from
other group members who feel put down by the clients statement.
Somewhat MI-Consistent:You only use alcohol.
This statement is a reflection and is somewhat MI-consistent. The provider validates the concern of the client and resists the righting reflex.
However, this simple reflection is unlikely to move the conversation forward in a useful direction. Thus, although not wrong, with this response
the provider is missing an opportunity to engage other group members,
elicit more about the clients concerns and discord, or shift the focus to a
topic that is more likely to facilitate change.
MI-Consistent: Youre not convinced you belong in this group because you
use only alcohol.
This provider reflects the clients disagreement about their involvement in
the group, which is MI-consistent. However, the provider does not indicate
that he agrees or disagrees with the statement or directly confront the clients belief. He simply communicates that the provider is hearing what the
client has communicated. Choosing to reflect this particular aspect of what
the client has said is also likely to help shift the discussion to fruitful topics
such as the different treatment needs and goals of each group member.
MI-Consistent:I hear what you are saying about your involvement in the
group. At the same time Iwonder what others in the group are hearing you
say. Perhaps each of you can reflect back what you have heard. [Waits for each
member to respond]. Thank you for your responses. Maybe you can reflect
back to the group what you heard in their various responses.
The providers response is MI-consistent as he is attempting to facilitate a
discussion using reflective listening. The provider acknowledges hearing
the client. Next he prompts the other group members to reflect back what
they hear in the clients statement. The provider affirms the members for
their responses and invites the client to reflect back to the group what he
has heard.
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Suggested MI Strategies
Parents:
Differences between
parents in relation to
problem definition,
motivation for change, Exploring goals/values:Elicit from parents their
parenting goals, values, and goals for the child and
and ideas for change
contrast them with parenting behavior.
Interpersonal
challenges in groups:
Behaviors displayed
by or between group
members that affect
the cohesion and
functioning of the
group.
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using MI as different people may have different levels of motivation, reasons for
changing or not, and perspectives of the concern/problem. Therefore, we emphasized throughout the chapter the importance of attending to these factors for
all individuals involved in the session and demonstrated how you may achieve
this with parents and groups using different MI strategies. While we did not
specifically discuss MI groups, we invited you to envision how MI can be used
to address intra- and interpersonal difficulties you may encounter when working with groups of people. In particular we encouraged you to be cognizant of
applying MI strategies to the entire group versus one or two individuals. Many
of the strategies we proposed can help you remain MI consistent while including
multiple individuals and their perspectives. Table 7.3 summarizes the clinical
challenges and suggested MI strategies.
T I P 1:S E T R E A L I ST I C E X PECTAT I O N S
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are viewed as most appropriate for MI are often those who need it the least
and vice versa. Other providers may draw seemingly premature conclusions
about whether or not MI works on the basis of one or two attempts at using
MI (often attempts that are not particularly MI-consistent). What we always
encourage is that if a provider is considering adopting MI, he or she must keep
an open mind. MI is not a panacea, that is, it will not be the solution for every
client who is struggling with issues of motivation. But MI is also quite different from practice as usual (Miller & Rollnick, 2009), and is something that few
providers (except those with extensive training in MI) just naturally implement in their day-to-day conversations with clients. We remember our early
sessions attempting to implement MI. In the beginning we were uncertain
about whether MI worked, because our implementation of the practices and
principles was not yet expert. However, we also remember the first sessions
when we really got it and clients seemed to almost miraculously move from
just considering change (contemplation) or even not considering change at all
(precontemplation) to fully committed to change and ready to act on a change
plan (Prochaska & DiClemente, 1983). If providers are considering adopting
MI (or select MI strategies), we encourage them to try it with their most challenging clients, the ones they are certain will only respond to confrontation.
We also encourage them to try it repeatedly (not just once or twice) before
drawing conclusions about whether or not it is a style that they would like
to make part of their repertoires. We think it is important to remember the
advice of Dr.William Millerlearn the same way Idid, from your clients
(Adams & Madson, 2006p.104).
As noted, individuals who are attempting to learn MI are generally not very good
at gauging how MI-consistent their work is. Although in general, providers tend
to overestimate how MI-consistent their performance is (Miller etal., 2004)we
have also observed, especially among more self-critical trainees, an underestimation of how well they are performing. It is hard to imagine how a provider
could improve their performance in implementing MI-consistent strategies, if he
or she did not know how well they were currently implementing the strategies.
Thus, getting objective feedback is generally recommended for anyone who is
hoping to learn to implement MI (e.g., Miller etal., 2004). It has been our experience that providers perceive great benefits of receiving objective feedback and are
very reluctant to submit work samples or allow observation of their practice so
they can receive objective feedback. Interestingly, as we have conducted research
to improve how we do MI training, one option we considered was not requiring
work samples. We noted, as had many others, that providers were very reluctant
to comply with requests to provide work samples for coaching (e.g., Schumacher,
Madson, & Norquist, 2011; Schumacher et al., 2012). To test this assumption,
we informally surveyed providers we had trained about the perceived value of
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getting feedback on work samples. Much to our surprise, even among groups of
trainees who had shown great reluctance to submit work samples for feedback,
responses were uniformly supportive of this practice.
Motivational Interviewing Trainer Tips
Set realistic expectations
Be open-minded
Get objective feedback
T R A I N I N G C H A L L EN G E 1:C L I EN TS W H O
FR U ST R AT E YO U
Description
In MI training we deliver to providers who are already in practice (i.e., not students), those who attend the trainings will often describe de-identified examples
of clients they see. The clients that providers discuss most frequently are those
with whom they have a long-standing relationship. Sometimes they will discuss
long-standing positive relationships with clients. These relationships are generally characterized by the client attending all appointments, following the providers guidance, and speaking positively about their experience with the provider.
In our experience, these cases are often discussed as examples of either (1)how
the provider has already successfully used MI to motivate change in the past, or
(2)a client for whom the provider believes MI would work. Closer examination
of the first case often reveals that the client was highly motivated for change at
the outset of his or her interactions with the provider, and it was this intrinsic
motivation that helped foster a long-standing positive relationship rather than
MI. Remember, MI is not practice as usual and it is highly unlikely that a provider without training in MI is actually practicing MI (Miller & Rollnick, 2009).
Closer examination of the second case often reveals that the client who is perceived as the perfect MI client actually does not need MI at all; he or she has
sufficient intrinsic motivation to implement provider recommendations and/or
develop and follow through on his or her own plan for change without MI.
More commonly, providers who attend our trainings will discuss clients with
whom they (and sometimes the entire staff at a facility) have a long-standing
negative relationship. From their perspective, the water that has passed under
the bridge in these long-standing relationships is littered with missed appointments, requests for special treatment, non-compliance with recommendations,
disruptive behavior, and so on. These clients are often presented as a challenge to the MI systemclients who cannot possibly benefit from MI and for
whom a more confrontational, directive, and possibly even punitive approach
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this client. The following example illustrates a client with whom a provider may
experience immediate frustration.
Example: After an hour in the waiting room, Rachel is called back to the
exam area for her prenatal visit. After a nurse takes her vital signs and walks
her to an exam room, she refuses to enter the room, stating, You are just
going to make me wait here again. Iknow Im not a doctor, and Iknow this
is a free clinic, but my time is valuable and Ideserve some respect. After the
nurse finally convinces Rachel to enter the exam room and have a seat on the
exam table, Rachel proceeds to answer the nurses questions about her health
since the last visit with curt and hostile sounding replies.
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providers to see the role that situational factors (sometimes including the providers own behavior!) may have played in eliciting non-adherence, complaints,
or hostility from the client. With this fresh perspective, providers are often able
to more effectively identify and apply other MI strategies to help clients move
toward positive change.
Example:MI-Consistent/Inconsistent Affirmation List
The following examples will illustrate how to identify when you are frustrated with a client (like Bob or Rachel) and might benefit from developing
an affirmation list, as well as how the list might look. You will notice that
these examples differ from many of the other examples in this book as they
do not represent sample dialogue between a provider and a client. Rather,
they represent examples of what a provider might say to themselves or to
another provider about a client.
MI-Inconsistent:Bob needs to take responsibility for his own mental health.
He is in complete denial about his mental illness. He comes in here with such a
strong sense of entitlement; he thinks case managers are like personal assistants.
MI-Inconsistent:Rachel is a hostile person. She has no right to treat people
that way and if shes not careful shes going to cross the line and get kicked out
of this clinic. What does she expect from a free clinic, anyway?
This type of thinking about a clienta list of weaknesses, liabilities, and
deficitsdoes not foster MI spirit and makes it very hard for a provider to
apply other MI strategies that might promote change.
Somewhat MI-Consistent:We need to find someone to take Bob to pick up
his benefits check.
Somewhat MI Consistent:Rachel struggles with long wait times.
The first example illustrates a provider thinking about a client in a way that
shows compassion and a desire to help. However, it also suggests the provider is thinking of the client as a passive recipient of services who needs
staff to do for him, rather than an autonomous person capable of collaborating in his own care. The second example illustrates a provider who
is thinking about a client in a somewhat but not fully empathic and supportive fashion.
MI-Consistent:Bob has really shown perseverance. Despite the ups and
downs of the past 20 years, he keeps coming back and trying to make
changes in his life. He has also been very patient with usI know these
case management changes have been confusing and frustrating to him. He
also knows a lot of what he needs to get back to health and stability, regular
medical care, regular income, and so on.
MI-Consistent: Youve got to admire Rachels dedication to her baby. She
doesnt come from a social circle that really supports the importance of prenatal care, and the wait times people experience when they receive services here
would try anyones patienceand yet she keeps coming back.
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This type of thinking about a client or creating a list of strengths and accomplishments fosters MI spirit and makes it much easier for a provider to apply
other MI strategies in a manner that will help promote positive change.
T R A I N I N G C H A L L EN G E 2:C L I EN TS L I K E YO U
Description
If youve lost 10 pounds, does that make you an expert on weight loss? What if
youve lost 50 pounds? What about 100 pounds? If you used to have an alcohol
use disorder and have been sober for 20 years, does that make you an expert
on recovery? If you were a youth offender and turned your life around, does
that make you an expert on offender rehabilitation? From an MI perspective,
the answer would be:yessort of. it makes you an expert on how you successfully lost weight, stopped drinking, or turned your life around. And, if you are
a weight loss counselor, an addiction counselor, or work in the juvenile justice
system, there will undoubtedly be clients who will benefit from the wisdom of
your personal experience. However, there will also undoubtedly be clients whose
best strategy for weight loss, sobriety, or rehabilitation looks almost nothing
like the strategy you successfully used to achieve those goals. In order to be
MI-consistent in your approach to helping others, it is important to remember
that in each interaction with a client there are two experts in the room:the client
is an expert on his or her situation, values, preferences, etc. and the provider is an
expert on how others (including possibly the provider himself) have successfully
achieved changes in their lives (Miller & Rollnick, 2002).
Our experience in providing MI training is that many undergraduate students, graduate students, and professionals of all types are inclined to assume
that the strategies that have worked for them will work for others. This is true
in real play exercises in which participants in our trainings partner-up and
take turns discussing changes they are considering and practicing MI skills. The
changes discussed in these real play exercises are often typical, everyday changes
that most people have tried to make; things like reorganizing a closet, starting
an exercise program, or watching less television. It is quite common, especially
during early practice exercises, for us to overhear comments such as, Have you
tried [strategy]? It worked for me! Participants often find themselves drawing
on their personal experience to advise their partner rather than sticking to the
use of MI skills.
We also observe this tendency in role-play exercises, case discussions, and
supervision sessions based on actual or role-played interactions with a client
who is considering a bigger life change, such as abstaining from alcohol use after
years of heavy drinking or better managing their blood sugar to get control of
their diabetes. We have observed that providers who had successfully made the
change being considered by their client often favored sharing the strategies that
had worked for them rather than eliciting from the client the strategies that he
or she believes might work best. Providers who had similar experiences also at
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Suggested MI Strategies
Clients who
frustrate you.
providers adopt the spirit of MI in their interactions with them. The second
impediment is a temptation to draw more heavily on the providers personal
wisdom and experience than the clients wisdom and experience when working with clients who are similar to the provider. Very intentional use of reflective listening and open questions may increase collaboration and support of
autonomy in these situations. We believe that the practices and principles of MI
are within everyones grasp. With practice and appropriate training, you can
achieve whatever level of expertise you believe is appropriate for your practice.
C O N C LU S I O N S
201
As noted in chapter1, the body of research on MI is growing at an incredible pace (Lundahl & Burke, 2009). Moreover, this research indicates that almost
invariably when MI is applied to clients experiencing a particular problem or
challenge, it helps facilitate positive changeand in many cases with a smaller
dose of an intervention (Burke, Arkowitz, & Menchola, 2003; Hettema, Steele,
& Miller, 2005; Lundahl, Kunz, Brownell, Tollefson, & Burke, 2010; Rubak,
Sandbaek, Lauritzen, & Christensen, 2005). However, it is also important to
note, that for many problems and challenges to which MI is applied, the research
support is still emerging. In those areas, we believe that MI is best applied as
an adjunct to approaches with a longer track record and stronger evidence base
rather than a stand-alone intervention. This book is designed to support this
adjunctive use of MI. In the course of practice-as-usual, a provider may apply the
relevant MI concepts, principles, and strategies described in this book as needed
to help overcome hurdles introduced by less readiness to change, loss of momentum, psychiatric symptoms, and working with multiple individuals. To do this,
however, we remind you of the importance of the MI spirit as a foundation for the
integration of MI with practice as usual! In fact, our discussions of MI-consistent
and MI-inconsistent applications of strategies often emphasized the importance
of the MI spirit in guiding the application of a particular strategy. Based on our
experience training others in MI we cannot over state this point.
In 1983, Dr. William R. Miller introduced an approach to helping clients
achieve positive life changes that can best be described as revolutionary. This
approach was elaborated by Dr.Miller and Dr.Steve Rollnick in 1991 with the
publication of the first edition of the Motivational Interviewing text. Since that
time, MI has been refined, studied, and practiced by countless others. We are
excited to be a part of this ongoing revolution and invite you, our reader, to see
for yourself how collaboration, evocation, acceptance, and compassion can help
your clients overcome the most difficult challenges they face on the path to positive life changes. Whether this book is the beginning of your development as a
MI-consistent provider or an addition to your MI library our hope is that we
have contributed to your understanding of MI and its application to challenges
faced in helping others change.
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INDEX
Page numbers followed by "f" and "t" indicate figures and tables.
Ability, 3536, 5051
Absolute worth, acceptance and, 19
Abstinence violation effect, 107
Acceptance, 1921, 146
Accurate empathy, 19
Action, transtheoretical model and, 12, 71
Activating, mobilizing statements
and, 37
Activities, lack of interest in, 136140
Adherence, 8081. See also
Non-adherent clients
Adolescents, 4
Advice, 5
Affirmations
acceptance and, 2021
depression and, 131132
engagement and, 44
frustrating clients and, 193195
overview of, 2728
Agendas, handouts and, 135
Agenda setting, focusing and, 46,
4748t
Aggression, 167
Alcohol prevention, 61, 6567t
Ambitions. See Expectations, overly
ambitious
Ambivalence
decisional balance and, 53
non-adherence and, 82
push-back and, 22
Amplified reflections, 31
Angry clients, 192
Anxiety
effectiveness in treating, 4
non-adherence and, 82
overview of strategies for, 164t
Anxiety, trauma-related, and obsessive
compulsive disorders. See also
Post-traumatic stress disorder
assessment feedback and,
143145, 145t
description of, 140142
empathetic listening and, 142143
emphasizing personal control and,
148149
envisioning and, 150153
evocation and, 145146
importance and confidence and,
102103
offering choices and, 146148
planning and, 149150
social anxiety, 141143
Appointment policies, 76
Approval, affirmations vs., 27
Assessment feedback, 143145, 145t
Autonomy
acceptance and, 1920
clients involved in legal system and,
9294
non-adherence and, 8889
no-shows and, 7880
slow progress and, 100, 105106
Avoidance, anxiety disorders and, 140,
141142
216 I n d e x
Index
217
218 I n d e x
Index
Loss of momentum
lapses and relapses, 107115
overly ambitious expectations,
116122
overview of, 99, 122, 123t
slow progress, 100106
Maintenance, transtheoretical model
and, 12, 71
Mental illnesses, 4 , 124125, 165. See
also Anxiety, trauma-related,
and obsessive compulsive
disorders; Depression; Psychotic
symptoms
Menus of options
non-adherence and, 8688
planning and, 5657, 56f
Meta-analyses, 34
Miller, William R., 3, 198, 201
Misconceptions about motivational
interviewing, 1215, 14t
Missed appointments. See No-shows
Mobilizing change talk/statements, 37
Momentum. See Loss of momentum
Monopolizing, 182, 182t
Motivation
change talk and, 35, 50
non-adherence and, 83
understanding, 24, 83
Motivational Interviewing in Groups
(Wagner and Ingersoll), 173
Motivational Interviewing:Professional
Training Series videos (Miller and
Rollnick), 198
Multiple individuals
groups, 173185
overview of, 166, 185187, 186t
parents, 166172
National Comorbidity Survey
Replication, 124
Need, 36, 51
Negative relationships, 191195
New Years Resolutions, 107
Non-adherent clients
description of, 8082
219
220 I n d e x
Index
221
Skills, basic
affirmations, 2728
open questions, 2527
reflections, 2831
summaries, 3134
Slow progress
assessing importance and confidence
and, 102104
description of, 100101
emphasizing personal control and,
105106
evocative questions and, 101102
overview of, 123t
revising change plan and, 104105
Smoking cessation, 4, 138t
Social anxiety, 141143
Socializing, groups and, 182t
Spirit of motivational interviewing,
overview of, 1622
Stacked questions, 161162
Strengths, eliciting and affirming,
113114, 184185
Summaries
depression and, 133134
engagement and, 44
overview of, 3134
psychotic symptoms and, 157158
Summarizing change talk, 38
Superiority, 182t
Sustain talk, 3839, 5253
Taking steps, mobilizing statements
and, 37
Technical component of motivational
interviewing, 16
Techniques, motivational interviewing
vs., 13
Terminology
definitions of motivational
interviewing, 1112
lapses and relapses and, 114115
of mental illnesses, 124
overview of, 9, 11
Tone, reflections and, 28
Training
clients like you and, 195199
222 I n d e x
Training (cont.)
frustrating clients and, 191195
objective feedback and, 190191
open-mindedness and, 189190
overview of challenges in, 56,
188189
setting realistic expectations and,
188189
Transition summaries, 34
Transtheoretical model (TTM), 12, 71
Trauma. See Anxiety, trauma-related,
and obsessive compulsive
disorders; Post-traumatic stress
disorder